ERIC Number: ED315742
Record Type: RIE
Publication Date: 1989-Nov
Reference Count: N/A
Effects of a Reader Response Approach on Students' Ways of Thinking about Text.
Kelly, Patricia R.; Farnan, Nancy
A study examined whether the higher-order thinking patterns elicited by a reader response approach would carry over and become part of students' ways of thinking about literature, even in the absence of reader response prompts. Subjects were fourth-grade students (48 in all) in two intact, heterogeneously grouped classrooms in the same elementary school in a medium-sized, middle-class, southwestern community. Both teachers carried out the same reading curriculum: a basal reading program; a literature strand using whole-class sets of tradebooks; a schoolwide storytelling program; and independent reading of self-selected books. As a pretest and posttest, students wrote for 5 minutes to the nonreader response prompt, "Tell me about your book." Over a 12-week period, one teacher proceeded with the regular reading program. The other teacher used reader response prompts in classroom activities approximately twice a week as students read, talked, and wrote about what they had read. Pretest results showed that control and experimental groups evidenced similar concrete, literal thought patterns (using categories developed by Arthur Applebee and based on Piagetian categories of cognitive development). Posttest results showed significant differences between the two groups: while the control group remained fairly consistent with earlier results, the experimental group showed significantly more evidence of higher-order thinking (specifically, Applebee's Category 3--analysis). (SR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (39th, Austin, TX, November 28-December 2, 1989).