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ERIC Number: ED313673
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Insight into Literature: Learning To Interpret Inside View and Character Plans in Fiction. Technical Report No. 486.
Liebling, Cheryl Rappaport
A study was conducted to explore the ways in which instructional method and text quality influence the young reader's interpretation of inside view and character plans in fiction. Thirty-six third graders from a northeastern, suburban, public elementary school served as subjects. Twelve children were selected randomly from students rated as strong, average, and weak. Treatment conditions were randomly assigned to the groups: no instruction/original text (control); no instruction/basal text (control); "Insight into Literature"/original text; "Insight into Literature"/basal text; traditional instruction/original text; and traditional instruction/basal text. The original version of "Freckle Juice" and an adaptation of the story appearing in a basal reading series served as the text for the experimental investigation. Results of the quantitative analysis suggest that both instructional method and text quality influence the young reader's interpretation of inside view and character plans in fiction. The combination of original, unadapted texts and sociocognitive instructional methods that emphasize literary content shows promise as an alternative instructional context for reading during the elementary school years. The research suggests that young readers are capable of weaving an interpretation of literary form and content and a spontaneous storyretelling. Whether students will be successful in extending their recreations of stories through interpretation may depend upon their participation in instructional contexts that emphasize literary features. (Fifty-four references are attached.) (MG)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.