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首页> 外文学位 >Outside, inside, and all around the story: Struggling first-grade readers build literary understanding through dramatic response to literature.
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Outside, inside, and all around the story: Struggling first-grade readers build literary understanding through dramatic response to literature.

机译：故事的内部，外部和周围：奋斗的一年级读者通过对文学的戏剧性反应来建立文学理解。

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摘要

The benefits of drama have been reported extensively in educational research literature; however, few studies provide an in-depth analysis of how drama is used in literacy instruction for young, struggling readers. The focus of this study is: How do struggling first-grade readers build literary understanding through discussions before, during, and after drama activities? Literary understanding has been traditionally understood as the knowledge of narrative elements; however, this study takes a broader view of literary understanding, in which cognitive, emotional, social, and expressive factors are considered. The theoretical framework of this study drew upon theories and research about process drama, social constructivist approaches to learning, reader-response theories, research on discussions in classrooms, and how these theories impact and inform instruction for struggling readers. This seven-month descriptive, qualitative, and naturalistic study was based upon a constructivist research paradigm, which emphasizes the emergent nature of interpreting data from multiple measures and within specific social contexts. The site of the study was an elementary school in a rural-suburban area outside of a major city in Pennsylvania and involved 10 first-graders who had been identified for the school's reading support program. Children's talk before, during, and after drama activities was recorded. In all, 18 drama activities were fully transcribed, and 8 were partially transcribed. Other data sources included teacher interviews, classroom observations, fieldnotes, and reflective memos. Analysis of the data was an evolutionary process of discovering recurrent patterns according to a three-step process of open coding, axial coding, and selective coding. Through the constant comparative method, significant categories in the data arose. The findings of this study indicated three conceptual categories of literary understanding: (1) textual responses; (2) personal responses; and (3) social responses. A grounded theory of literary understanding differentiated and connected the three categories by the stances that the children assume during drama as they: (1) enter into the story world; (2) immerse themselves in the story world; and (3) transform the story world. This study suggests that young, struggling readers are capable of demonstrating rich understandings of children's literature on multiple levels as they imaginatively generate, enact, and transform their own understandings.
机译：戏剧的好处已在教育研究文献中得到了广泛报道。然而，很少有研究深入分析戏剧如何在年轻，苦苦挣扎的读者中用于扫盲教学。本研究的重点是：苦苦挣扎的一年级读者如何通过戏剧活动之前，之中和之后的讨论来建立文学理解？传统上，文学理解被理解为叙事元素的知识。但是，这项研究从文学理解的角度出发，考虑了认知，情感，社交和表达因素。这项研究的理论框架借鉴了有关过程戏剧的理论和研究，社会建构主义的学习方法，读者回应理论，课堂讨论研究以及这些理论如何影响和为陷入困境的读者提供指导。这项为期七个月的描述性，定性和自然主义研究基于建构主义研究范式，该范式强调了从多种手段和特定社会背景下解释数据的新兴本质。研究地点是宾夕法尼亚州一个主要城市以外的郊区郊区的一所小学，其中有10名一年级学生，他们被确定为学校的阅读支持计划。记录戏剧活动之前，之中和之后的儿童讲话。总共转录了18部戏剧活动，部分转录了8部。其他数据来源包括老师访谈，课堂观察，现场笔记和反思性备忘录。数据分析是根据开放编码，轴向编码和选择性编码的三步过程发现递归模式的进化过程。通过恒定的比较方法，数据中出现了重要的类别。这项研究的结果表明了文学理解的三个概念类别：（1）文本回应； （二）个人回应； （3）社会反应。扎根的文学理解理论通过儿童在戏剧过程中所采取的立场来区分和联系这三个类别：（1）进入故事世界； （2）沉浸在故事世界中； （3）改变故事世界。这项研究表明，年轻而苦苦挣扎的读者有能力在想象力地产生，制定和转化自己的理解的同时，从多个层面上展示对儿童文学的丰富理解。

著录项

  • 作者

    Adomat, Donna.;

  • 作者单位

    University of Pennsylvania.;

  • 授予单位 University of Pennsylvania.;
  • 学科 Education Reading.; Education Language and Literature.; Education Early Childhood.
  • 学位 Ed.D.
  • 年度 2005
  • 页码 330 p.
  • 总页数 330
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;学前教育、幼儿教育;
  • 关键词

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