ERIC Number: ED369071
Record Type: RIE
Publication Date: 1992-Dec
Reference Count: N/A
Readers, Texts, and Contexts in a Sixth-Grade Community of Readers.
A study investigated the nature of a sixth-grade community of readers from the emic perspective (participants' point of view). A qualitative interpretive case study was conducted in one sixth-grade language arts classroom with the researcher acting as participant-observer. Data in the form of fieldnotes, interviews, and written samples of children's work were collected and analyzed using the constant comparative method. Results indicated that in this setting children define themselves as readers in four emic categories: they define and delineate among texts uniquely; and they interact and respond to texts and other readers at home and in four socially constructed school contexts: "silent" reading, book selection, writing, and aesthetic activity. An emerging grounded theory of the nature of this community of readers was formulated: (1) children's perceptions of themselves as readers and their preferences for and definitions of texts were influenced by interactions with books and peers in home and school contexts; (2) children interacted with books and peers, socially constructing contexts for responding to books; and (3) children formed a community within which they interacted in the contexts they created--children's interactions shaped the community, influenced perceptions/concepts of themselves as readers, the construction of text meanings, and the nature of their responses to books. (Contains 64 references, 5 tables of data, and a figure representing the community of readers.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Interpretive Research; Social Constructivism
Note: Paper presented at the Annual Meeting of the National Reading Conference (42nd, San Antonio, TX, December 2-5, 1992).