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Reader, text, and culture
Descriptive
TitleInfo
Title
Reader, text, and culture
SubTitle
how three agents transact while reading children's picturebooks
Name
(type = personal)
NamePart
(type = family)
King
NamePart
(type = given)
Rosemary
NamePart
(type = date)
1971-
DisplayForm
Rosemary King
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Boling
NamePart
(type = given)
Erica C
DisplayForm
Erica C Boling
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Morrow
NamePart
(type = given)
Lesley M
DisplayForm
Lesley M Morrow
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Rowsell
NamePart
(type = given)
Jennifer
DisplayForm
Jennifer Rowsell
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm
(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2012
DateOther
(qualifier = exact);
(type = degree)
2012-01
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
This dissertation explores reading, specifically describing the roles of reader, text, and culture in reading events. The study is grounded in the cultural theory of reading, framing reading as a transaction in which reader, text, and culture all act agentively. The study conflates theories of metacognitive reading, narrative conventions, children’s literature, multimodality, and the role of cultural knowledge in reading in order to thoroughly describe each agent’s roles. Data was collected through a think-aloud protocol in which a group of elementary school students individually read and shared their thinking about children’s fictional picturebooks. The readers’ statements while reading were then analyzed quantitatively in terms of the agentive moves made by reader, text, and culture. Data analysis of the agency of readers showed that readers most frequently performed five commonly described reading behaviors: summary, inference, prediction, synthesis, and making connections. The behaviors are further described in terms of their content and patterns of their individual use as well as their use in combination with other behaviors. Data analysis of the role of text demonstrated that that both written text and illustration acted frequently, though written text dominated the transactions. The study presents a catalog of textual conventions that pertain specifically to children’s fictional picturebooks. The study also describes how texts gradually release responsibility to readers. Data analysis of the role of culture demonstrated that genre-related knowledge was the type of extratextual knowledge that most frequently acted in the reading event. Knowledge of specific cultures portrayed in the text had little effect on interpretations. These findings are of potential significance for reading teachers and book publishers. The author suggests questions for future investigation which might clarify or confirm these findings.
Subject
(authority = RUETD)
Topic
Literacy Education
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_3820
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
vi, 287 p. : ill.
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Rosemary King
Subject
(authority = ETD-LCSH)
Topic
Reading
Subject
(authority = ETD-LCSH)
Topic
Reading comprehension
Subject
(authority = ETD-LCSH)
Topic
Picture books for children--Educational aspects
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000065006
RelatedItem
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier
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rucore10001500001
Location
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(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3S46QXP
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
King
GivenName
Rosemary
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2012-01-15 10:44:01
AssociatedEntity
Name
Rosemary King
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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1280000
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