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Reader, text, and culture: How three agents transact while reading children's picturebooks

机译：读者，文字和文化：阅读儿童图画书时三种媒介的交易方式

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摘要

This dissertation explores reading, specifically describing the roles of reader, text, and culture in reading events. The study is grounded in the cultural theory of reading, framing reading as a transaction in which reader, text, and culture all act agentively. The study conflates theories of metacognitive reading, narrative conventions, children's literature, multimodality, and the role of cultural knowledge in reading in order to thoroughly describe each agent's roles. Data was collected through a think-aloud protocol in which a group of elementary school students individually read and shared their thinking about children's fictional picturebooks. The readers' statements while reading were then analyzed quantitatively in terms of the agentive moves made by reader, text, and culture. Data analysis of the agency of readers showed that readers most frequently performed five commonly described reading behaviors: summary, inference, prediction, synthesis, and making connections. The behaviors are further described in terms of their content and patterns of their individual use as well as their use in combination with other behaviors. Data analysis of the role of text demonstrated that that both written text and illustration acted frequently, though written text dominated the transactions. The study presents a catalog of textual conventions that pertain specifically to children's fictional picturebooks. The study also describes how texts gradually release responsibility to readers. Data analysis of the role of culture demonstrated that genre-related knowledge was the type of extratextual knowledge that most frequently acted in the reading event. Knowledge of specific cultures portrayed in the text had little effect on interpretations. These findings are of potential significance for reading teachers and book publishers. The author suggests questions for future investigation which might clarify or confirm these findings.
机译：本文探讨了阅读，特别描述了读者，文本和文化在阅读事件中的作用。该研究以阅读文化理论为基础，将阅读框架为一种交易，在该交易中，读者，文本和文化都起着积极作用。该研究综合了元认知阅读，叙事惯例，儿童文学，多种形式以及文化知识在阅读中的作用的理论，以全面描述每个行为者的作用。数据是通过“思考方式”协议收集的，其中一组小学生分别阅读并分享了他们对儿童虚构图画书的想法。然后根据阅读者，文本和文化所采取的积极行动对阅读者的陈述进行定量分析。读者机构的数据分析表明，读者最常执行五种通常描述的阅读行为：总结，推断，预测，综合和建立联系。根据行为的内容和使用方式以及它们与其他行为结合使用的方式进一步描述行为。对文本作用的数据分析表明，尽管书面文本在交易中起着主导作用，但书面文本和插图都经常起作用。这项研究提出了专门针对儿童虚构图画书的文本惯例目录。该研究还描述了文本如何逐步向读者释放责任。对文化作用的数据分析表明，与体裁相关的知识是在阅读活动中最常起作用的文字外知识的类型。文本中描述的特定文化知识对解释的影响很小。这些发现对于阅读老师和书籍出版商具有潜在的意义。作者提出了一些有待进一步调查的问题，这些问题可能会澄清或证实这些发现。

著录项

  • 作者

    King, Rosemary.;

  • 作者单位

    Rutgers The State University of New Jersey - New Brunswick.;

  • 授予单位 Rutgers The State University of New Jersey - New Brunswick.;
  • 学科 Reading instruction.;Language arts.;Elementary education.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 293 p.
  • 总页数 293
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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