ERIC Number: ED333447
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
On the Outside Looking In: A Study of Remedial Readers' Meaning-Making while Reading Literature. Report Series 6.2.
A study compared remedial readers to more proficient readers in their meaning-making processes during the reading of literary text. Subjects, six children attending a university-based literacy center, read aloud two stories and verbalized their thoughts during reading. Judith Langer's four categories (or "stances") were used to compare the resulting "think-alouds." A qualitative analysis was also conducted as other categories emerged and as all the responses were recategorized for difficulties experienced by remedial readers. Results indicated that remedial readers spent a disproportionate amount of time in the "being out and stepping into an envisionment" stance; and that these readers consistently failed to construct evolving wholes and struggled with the language of literary discourse. Findings suggest that the overall picture of remedial readers was one of being on the outside, looking in. (RS)
Descriptors: Comparative Analysis, Intermediate Grades, Junior High School Students, Junior High Schools, Literature, Qualitative Research, Reader Text Relationship, Reading Processes, Reading Research, Remedial Reading
Literature Center, University of Albany Ed B-9, 1400 Washington Ave., Albany, NY 12222.
Publication Type: Reports - Evaluative
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.