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ERIC Number: EJ1162670
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reader Response in Secondary Settings: Increasing Comprehension through Meaningful Interactions with Literary Texts
Woodruff, Amanda H.; Griffin, Robert A.
Texas Journal of Literacy Education, v5 n2 p108-116 Win 2017
A fresh look at the reader response theory to enhance student comprehension through meaningful interactions with literature, this paper explores the instructional implications of a reader response approach in secondary classrooms and examines its role in fostering students' critical reading and thinking skills. The approach promotes transaction between readers and texts as readers are given the freedom to analyze literary pieces based on their personal experiences, diverse cultures, and unique perspectives. A selective review of recent literature on the positive effect of the reader response approach in secondary settings is included, demonstrating how this approach yields positive results with students becoming both more critical readers and thinkers. The paper also addresses best practices or strategies that help secondary students increase their reading comprehension and interactions with literary texts through a reader response approach. Implications for instruction include reader response journals, reading workshop, and literature circles, which encourage students to respond to literature as a means of interacting with various texts in meaningful ways.
Descriptors: Reader Response, Secondary School Students, Reading Comprehension, Reading Improvement, Reader Text Relationship, Reading Instruction, Critical Reading, Thinking Skills, Best Practices, Reading Strategies, Student Journals, Workshops, Group Activities
Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A