This study, conducted in a junior high school in Canberra, used
naturalistic research methodology and idiographic data analysis. As the
results obtained in the study were time and context specific, the object
was to reveal the personal factors which affected the nature of the
reading experience for individual research participants. The theoretical
basis of the research was derived from Louise Rosenblatt's transactional
theory and focused on the reading experiences of adolescents with whole
class novels.
Three research techniques were employed in the exploration of aesthetic
reader responses to two whole class novels. The techniques: reading
journals, small group discussions and creative written responses to the
text were implemented sequentially and revealed different levels and
stages of individual and group responses from the 'primary spontaneous'
to a considered reflective response. Data was explored through the case
study mode of analysis which included information relevant to the
individual research participants and the study context.
The research explored the integration of the individual's evocation of the
text with the individual's awareness of self, text, literature and the wider
social context. The research data concluded that the employment of
classroom practices which focus on a full, individual transaction with a
text promotes the development of critical awareness of and familiarity
with the text. This sound understanding of the individual's evocation of
the text forms a self-aware and firm basis for the development of active,
engaged and critical readers of texts.
| Identifer | oai:union.ndltd.org:ADTP/218840 |
| Date | January 1993 |
| Creators | Clarke, Penny L., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Penny L. Clarke |
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