ERIC Number: ED315755
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
The Process of Understanding Literature. Report Series 2.1.
Langer, Judith A.
A qualitative study examined the ways in which middle school and high school students create meanings when they are reading literary and non-literary texts. Subjects, 18 seventh-grade and 18 eleventh-grade students attending schools in an inner city or a suburban school district and judged by their teachers to be either above, at, or below average for their grade level, produced think-aloud protocols as they read two short stories, two poems, a science text, and a social studies text. The think-aloud protocols were analyzed and a set of patterns of student concerns were identified. Results indicated that the process of reading literary and non-literary texts is one that involves a four broad recursive stances that the reader takes toward the text: (1) being out and stepping into an envisionment; (2) being in and moving through an envisionment; (3) stepping back and rethinking what one knows; and (4) stepping out and objectifying the experience. (Fifty-three references and a selection from one student's think-aloud protocol are attached.) (RS)
Descriptors: Critical Reading, Grade 11, Grade 7, Prose, Protocol Analysis, Qualitative Research, Reader Response, Reader Text Relationship, Reading Processes, Reading Research, Secondary Education, Text Structure
Center for the Learning and Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222 ($5.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Endowment for the Arts, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Literature, Albany, NY.