Approaches toward Meaning in Low- and High-Rated Readers. Report Series 2.20 [microform] / Judith A. Langer
- Bib ID:
- 5561744
- Format:
- Book and Microform
- Author:
- Langer, Judith A
- Online Version:
- https://eric.ed.gov/?id=ED361650
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1993
- 41 p.
- Summary:
-
To better understand the nature of students' approaches to literary understanding, a study compared the meaning-making approaches of traditionally judged above and below average readers. In all, 144 protocols were analyzed from 24 students (12 seventh graders and 12 eleventh graders, half in each class judged as above and half as below average performers). Think-aloud tape recordings were transcribed and analyzed. Findings suggest a similarity in better and poorer readers' overall approaches toward meaning. They seemed to move from a search for initial ideas into a meaning-development mode at similar points in their reading. However, the quality of their envisionments differed markedly, and the difference seemed to be influenced by their differing expectations about the kinds of understandings they would gain from each kind of reading experience. From early on, the better readers set a primary purpose for reading (to engage in a literary experience or to gain discursive understanding), and these expectations guided the kinds of information they sought and the meanings they developed. In contrast, the poorer readers seemed less aware of the different representations that were appropriate for each particular type of reading. While poorer readers arrived at discrete local meanings, there was no overriding end toward which they were building, leading them to create more fragmented envisionments from which they were more easily dislodged. (Seven tables of data are included; 64 references are attached.) (Author/RS)
- Notes:
-
- Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
- Contract Number: R117G10015.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- National Research Center on Literature Teaching and Learning, Albany, NY
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1993
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- The art of delivering written language, 1775
- The road to effective reading : proceedings of the tenth annual study conference of the United Kingdom Reading Association, Totley-Thornbridge, 1973 / editor, William Latham
- The subtleties and complexities of instructional explanation in reading [microform] : a case study of an expert / Joyce Putnam and Gerald G. Duffy
- Sounds right, read, write : New South Wales / Elske Brown, Judy Jackson
- Conceptions of reading project [microform] : final report / Gerald Duffy and Linda Anderson