ERIC Number: ED199636
Record Type: RIE
Publication Date: 1980-Dec
Reference Count: 0
Readers' Reactions to Temporal Disruption in Stories.
Whaley, Jill Fitzgerald
A study was conducted to determine whether (1) readers would express an awareness of structural disruption in stories, (2) there were developmental differences in the extent to which readers were aware of structural disruption, and (3) there were developmental differences in the types of structural disruptions that disturbed readers. Fifty third grade, 51 sixth grade, and 52 eleventh grade students participated in two tasks, which involved the manipulation of story parts: setting, beginning, complex reaction, attempt, outcome, and ending. The students read two stories silently and were instructed to tell the examiner if they encountered something wrong with the way a story was put together. The results indicated that the readers did not always express awareness of structural disruption, suggesting that they did not always expect each of the story parts to be present or in a specific place. In addition, older children were more aware of temporal and structural disruption than were younger children, and there were no developmental differences in children's awareness of various types of structural variations. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Disruptive Effect (Reading); Story Grammar
Note: Paper presented at the Annual Meeting of the National Reading Conference (30th, San Diego, CA, December 3-6, 1980).