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ERIC Number: ED315755
Record Type: Non-Journal
Publication Date: 1989
Pages: 32
Abstractor: N/A
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)
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
Audience: N/A
Language: English
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.