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1.
This paper examines the debate about the English literature canon in schools. It evaluates the importance of the canon in a 21st-century curriculum and considers its relevance to adolescent readers saturated in early 21st-century culture who have disparate identities and diverse backgrounds. The implications for teaching and learning of the chronological, social, cultural, and linguistic distance between pre-20th-century canonical texts and today's readers are examined in the light of the theoretical perspectives of Hans Robert Jauss and Wolfgang Iser. These perspectives are applied to findings from a recent 3-year longitudinal case study of 13-16-year-olds reading canonical texts and of the responsive teaching they experienced. 相似文献
2.
Astrid Kraal Arnout W. Koornneef Nadira Saab Paul W. van den Broek 《Reading and writing》2018,31(9):2017-2040
The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more text-based and knowledge-based inferences, and when reading expository texts they made more comments and asked more questions, but also made a higher number of invalid knowledge-based inferences. Furthermore, low- and high-comprehending readers did not differ in the patterns of text-processing strategies used: all readers used a variety of comprehension strategies, ranging from literal repetitions to elaborate knowledge-based inferences. There was one exception: for expository texts, low-comprehending readers generated a higher number of inaccurate elaborative and predictive inferences. Finally, the results confirmed and extended prior research by showing that low-comprehending readers can be classified either as readers who construct a limited mental representation that mainly reflects the literal meaning of the text (struggling paraphrasers), or as readers who attempt to enrich their mental representation by generating elaborative and predictive inferences (struggling elaborators). A similar dichotomy was observed for high-comprehending readers. 相似文献
3.
In “That Seductive Thing: Representing the Illiterate as Readers”, it is argued that a historical approach to representations of readers and reading may highlight some issues pertaining to books and education. Far from being simple and neutral illustrations of some cultural practices and commodities in the past, both images and texts about books, reading and the illiterate are here considered as forms of perception and normalization of reading through the representation of (socially) contrasting readers. Thus, images and texts are in fact cultural discourses used to promote and to impose certain models of social behaviour. Yet, they are also part of the doxa which legitimate the “natural” supremacy of written forms of cultural transmission and, therefore, the excellence of books and schooling in the making of “the reader”. This guiding perspective in understanding problems of books and education is analysed here with a closer look at questions of age, race and schooling in Portuguese society during the first half of the 20th century. In that period, several institutions (State, School, Church and so forth) participate, not necessarily in the same way, in what we might call “the Portuguese battle for (national) literacy”. Books and school education are important topics within those social politics fighting “illiteracy”, generating images which represent the advantages of education and of a “culture of books” and, though in different and divergent ideological and political circumstances, creating a certain sociology of reading. 相似文献
4.
翻译过程不仅涉及两种语言,还涉及到两种社会文化,这就要求译者翻译时不能只在语言上推敲,还应考虑不同的文化背景,采用合适的翻译策略,以在最大限度的保留原作的文化特色的同时,使译作可以被拥有不同文化背景的读者所接受,只有这样才能发挥好翻译的文化传播作用。 相似文献
5.
Teresa Dobson Rebecca Luce‐Kapler 《Changing English: An International Journal of English Teaching》2005,12(2):265-277
This paper considers how two related texts—one in print and one in hypertext—are locations for adolescents to undertake the work of ‘literary anthropology’ in considering questions of gender and subjectivity. The first text is Mary Shelley's Frankenstein, which invites readers to grapple with questions of how adolescents negotiate relations with their parents and others, of how masculinity and femininity are produced and construed, and of how cultural mores inform both processes. The second is Shelley Jackson's Patchwork Girl, a hypertext novel that parodies the former. Both texts offer a multilayered reading experience for adolescents juxtaposing print and digital technologies, themes of boundary and displacement, and issues of identity and sexuality. 相似文献
6.
Gemma Moss 《Literacy》2001,35(3):106-110
This paper examines change and variation in the design of non‐fiction texts which have a junior‐age readership. Using a multimodal analysis, which draws from Kress and Van Leeuwen’s work, it argues that different forms of presentation of non‐fiction offer different ways of reading non‐fiction texts, which as yet are neither fully described nor recognised. Using the contrasts between linear and non‐linear design, the paper suggests that non‐fiction texts can be more or less firmly orientated towards reading as work or reading as play, contrasts which readers’ own choices in different contexts of use make apparent. From this point of view, the eclecticism of the National Literacy Strategy’s references to non‐fiction texts provides a starting point for renewed exploration of what non‐fiction is and how it really works for its readers. 相似文献
7.
Four reading strategies and several web tools that are effective for reading closely and identifying textual evidence are described and explained. As teacher-educators with many years of experience teaching reading and the language arts, we have found these reading strategies and web tools helpful for middle school students as they consider evidence when forming opinions and making decisions about their reading. Using close reading as our theoretical framework, the reading strategies and web tools presented here provide visual displays of evidence found in the texts that students read. These strategies are helpful for all students and especially for struggling middle school readers as they learn to read closely, think clearly, and construct arguments about evidence found in the texts they read. 相似文献
8.
The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. 相似文献
9.
Pat Hoodless 《Curriculum Journal》2013,24(4):335-350
This article summarizes a small-scale investigation into 10- and 11-year-old children's perceptions of how the attitudes and values of different times in the past are reflected in historical writing for children. The research involved observation, reading and discussion of historical stories written at different times in the past about a particular period and character in the distant past, familiar to the children from their history lessons. The study investigated how children interacted with these texts in order to derive meaning from them. This article analyses the strategies children used and how they began to unpack the complex, multiple layers of meaning in ‘history stories’ by first examining the material properties of their texts. It considers how these material properties influenced the children's understanding of the texts' contents. It also seeks to discover whether young children are capable of comprehending the broader meanings of texts, beyond a literal reading of them, and how they explore texts critically in terms of their ideology. Findings suggest that able readers between the ages of 10 and 11 are indeed able to understand how ideologies are transmitted in such texts written for children, how these ideologies are conveyed to the child reader, and how they differ from the values and attitudes of the present. 相似文献
10.
解构主义对女性主义文学提供了有益的启示,解构主义成为包括女性主义在内的众多具有边缘文化身份、受到根深蒂固的主流文化排挤和压制的文化思潮与文学批评流派的理论武器。此外,解构主义提供了阅读文本的新策略,任何文本都含有读者的踪迹,读者的参与使无法确知的外在空间得以开拓,并产生各种各样的主体构设方式和文本解读方式。 相似文献
11.
This paper reports two experiments which use a micro-computer driven self-paced reading task to examine the reading strategies of good and poor readers. Unlike previous work using this technique the children were able to regress to earlier parts of the texts by pressing the appropriate computer key. The main focus of the experiments is on the relationship between reading strategies, reading ability and the length of the textual units which are presented to the children. Reading ability is found to influence reading strategies differently according to whether text is presented in single words or in phrases. A similar result is found for the time taken to read the texts. The results are discussed in the light of current theories of text processing. However the main point of the paper is to illustrate the use of a potentially powerful diagnostic tool which will operate on computers currently available in schools. 相似文献
12.
Elizabeth L. Jaeger 《课程研究杂志》2019,51(1):121-140
In the early 1960s, researchers began to conduct content analyses of core reading programmes/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here is a critical content analysis of texts contained within the core reading programme Reading Wonders. It addresses these research questions: What vision of success and failure is exemplified by selections in the fourth-grade Reading Wonders textbook?—and—To what extent are selections in this programme accessible to readers? Mobilizing MacLeod’s notion of achievement ideology, the study explores the contrast between the programme’s emphasis on individual success and the inaccessibility of the selections included in it. The analysis demonstrates that the achievement ideology is the foundation for most of the selections. It also shows that the complexity and unengaging quality of the basal reader interferes with the reader’s ability to access the included texts. I argue the Reading Wonders textbook serves to convince readers that personal and professional success is the norm in contemporary society, while failing to allow them to construct more than a surface-level meaning of the included selections. 相似文献
13.
Judith Graham 《Literacy》2000,34(2):61-67
Where authors and illustrators exercise rigorous constraint with their texts, with neither replicating the work that the other can portray more effectively, they are at their most creative and they make picture books to which readers are repeatedly drawn because of the inherent and deeply satisfying challenges offered. Moreover, the allure is not just to children; teachers find that such texts draw from them their most creative ideas for ways of working with children. Three picture books are examined in terms of their strengths and potential activities. Conclusions are drawn which seek to justify the sharing of such picture books in terms of imaginative empowerment and lasting messages about reading. 相似文献
14.
Ulrika Wolff 《Reading and writing》2010,23(2):209-238
By using latent profile analysis eight stable and interpretable subgroups of readers were identified. The basis for subgrouping
was different performance measures with four aspects of reading in focus: reading of continuous texts, reading of document
texts, word reading and reading speed. Participants were 9-year-old Swedish students included in the International Association
for the Evaluation of Educational Achievement (IEA) Reading Literacy Study in 1991 (n = 4,184) and in 2001 (n = 5,099). The eight subgroups were compared on different background variables, such as gender, language at home, and cultural
and socioeconomic factors. It was concluded that latent profile analysis proved to be a feasible methodology. The even performance
profiles of good and average readers imply that reading is a skill with a high degree of transfer and generality. Several
subgroups of poor readers with more heterogeneous performance patterns could be identified. The three most stable subgroups
proved to be comprised of high performers, poor comprehenders and dyslexic students. 相似文献
15.
Øistein Anmarkrud Matthew T. McCrudden Ivar Bråten Helge I. Strømsø 《Instructional Science》2013,41(5):873-894
We explored readers’ judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more- and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more- and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students’ essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents. 相似文献
16.
The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research. 相似文献
17.
靳乾 《周口师范学院学报》2011,28(1):77-81
在翻译的"文化转向"背景下,根据文化操纵学派的理论,采用描述性翻译研究方法,对王维4个英译本译文外的文化操纵表现形式——选材、序言、注释等进行分析,考证不同的社会文化背景、意识形态和诗学观点对译著的影响,以及对读者理解范畴的功用,以探求在翻译过程中折射出的文化关系和译文的历史地位。 相似文献
18.
翻译是一种认知活动,它是基于译者对原文意义解构的基础上完成的,而且译者的原有认知影响这一认知活动过程.无论是译者对原文和作者意图的解构,还是译者的原有认知基础都影响着翻译策略的选择.以李继宏译《追风筝的人》为例,分析以上两种因素如何影响文中有关伊斯兰教和阿富汗词汇的翻译,得出：主流社会文化意识影响着译者的社会文化认知,从而操控着翻译过程;译者对原文和作者意图的解构决定着译作的成败与否.提出翻译文学不能一味地迎合目的语读者而忽略了作者的创作意图. 相似文献
19.
Joanne Marie Purcell 《Children‘s Literature in Education》2018,49(3):356-375
Picture books, as both sophisticated aesthetic objects and literary texts, provide the ideal site for critically examining how values and ideology are transmitted to children. How the child reader might be affected by the process of reading a picture book—that is, how he or she might be moved emotionally and potentially gain new insights about the world—is of interest to scholars and educators alike. This article draws upon cognitive literary theory as a conceptual frame through which to explore the cognitive and emotional affect that reading may have upon children. “Reader response” and “cultural criticism” are approaches to literature that seek to understand how readers interact with texts. Cognitive theory, when applied to literature, builds on these discourses by focusing on why reading fiction might cause the brain to produce emotional and cognitive responses in readers. As metaphors are a feature of language and of thought, a study of the metaphorical in picture books aptly lends itself to the theoretical framework offered by cognitive literary theory. Drawing on examples from four picture books produced for children, broadly correlating to different developmental stages, this article examines the role of metaphor in encouraging skills in decoding and creative thinking. Talking to children about visual metaphor or metaphorical expression introduces them to a feature of language and thought that provides a conceptual frame for richer understanding and expression of ideas. Examining how the metaphorical operates in picture books thus takes us a step closer to understanding how the process of reading affects children and enriches their lives. 相似文献
20.
Direct instruction of reading strategies, such as the ‘structure strategy’, is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instructional intervention approach, aimed at directly improving reading ability, can be used in combination with text simplification. Text simplification is the modification of the text in order to make it more understandable or readable for target groups of readers. In this article, we discuss a theoretically-driven text simplification approach, inspired by cognitive models of reading comprehension. Differently from classical approaches to linguistic text simplification, the aim of cognitive text simplification is not simply to reduce the linguistic complexity of the text, but to improve text coherence and the structure of information in the text. This can be achieved by using rhetorical devices, like signaling or discourse markers, which specify relationships among ideas at a global level (macrostructural) and work as processing instructions for the reader, scaffolding reading comprehension. The goal of this paper is to discuss, in light of the literature, the effectiveness of these adaptations for improving struggling readers’ understanding and learning from informational texts. 相似文献