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ERIC Number: ED353574
Record Type: Non-Journal
Publication Date: 1992-Dec
Pages: 13
Abstractor: N/A
Reference Count: N/A
Reader Stance: Whose Choice Is It?
Peck, Jackie
A recurring theme within the prolific body of research on reader response is that of reader stance. Although several prominent theories of reader response spring from different perspectives, they share one common property: each describes reader response in terms of two opposed domains with particular responses falling somewhere on a continuum between them. A composite of three models offers the shared features of each model appearing at the poles of the continuum. Efferent reading, the participant role, and interpersonal context all share public rather than personal tendencies and lean toward convergence of thought. Aesthetic reading, the spectator role, and intrapersonal context share personal and divergent qualities. Ironically, this composite configuration of similarities among theories also reveals a most glaring confusion of terminology. In whole language classrooms, reading focuses on authentic whole texts which nurtures development of aesthetic stance; conversely, instruction that overemphasizes attention to surface features such as letter-sound correspondence impedes its development. The impact of teacher questioning on students' responding implies the need for cautious examination of current practice to develop informed practice. Open-ended questions engender deep, personal connections between reader, writer (the text) and the rich social context of the classroom. (Four figures representing the various models are included; 20 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A