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- W2017495280 abstract "This article presents aspects of a research study into how a group of ten- and eleven-year-old students (in 5th Grade in Sydney, Australia) were apprenticed to view a literary text from critical reading positions. These ways of reading were an alternative to their more typical reader response interpretations of texts. The article contrasts ‘non-critical’ and ‘critical’ classroom talk through a close examination of transcript excerpts, and compares these kinds of talk as discrete ways of thinking and speaking. The article argues for a response-analytical continuum which may support young readers in moving towards critical reading practices." @default.
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- W2017495280 date "2004-04-01" @default.
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- W2017495280 title "Moving from reader response to critical reading: developing 10-11-year-olds' ability as analytical readers of literary texts" @default.
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- W2017495280 doi "https://doi.org/10.1111/j.0034-0472.2004.03801004.x" @default.
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