part of the Education Reform Networks
Developing Preservice Teachers' Perspectives on Reader Response
Examines preservice teachers' developing conceptions of reader response theory, specifically focusing on the importance of aesthetic response to students' engagement with and motivation for reading. Finds that the aesthetic reader stance predominated in students' written responses and discussions; and that written response did not influence the quality of the discussion. Suggests that literary discussion should always make room for aesthetic response. (SG)
Contributor: Grisham, Dana L.
Journal/Secondary Title: Reading Horizons
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