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• W66707811 abstract "This study was primarily concerned with the literary meaning-making experience. In all, 216 protocols were collected from 36 students (18 7th graders and 18 1 lth graders). Over several weeks, each student engaged in a series of think-aloud sessions during which each read two short stories, two poems, one science selection, and one social studies selection. All think-alouds were tape recorded and transcribed to permit qualitative analyses of students' language and thought as evidence of the process of interpretation. Findings identify four recursive stances readers take in relation to the text, with each adding a somewhat different dimension to the understanding of the entire piece. They are: being out and stepping into an envisionment, being in and moving through an envisionment, stepping back and rethinking what one knows, and stepping out and objectifying the experience. In addition to using these stances, students' overall orientation toward literary meaning-building involved exploring a horizon of possibilities, while the reading of other material involved maintaining a point of reference. It was this distinction which seemed to underlie the different approaches to understanding the students called upon when reading for literary and informative purposes. The decade of the 1980s has been marked by calls for increased attention to students' thinking and reasoning about what they are reading in all of their subjects, across the curriculum (Applebee, Langer, & Mullis, 1987, 1989, 1990; Boyer, 1983; Commission on Excellence in Education, 1983; National Governors' Conference, 1990). For English teachers, this has meant a focus on the reading of literature calling it back to the center of concern after several decades of benign neglect. Yet there is considerable disagreement about the role that literature should play in the K-12 curriculum. For many, the teaching of literature is often treated only as a way to introduce students to the cultural knowledge, the great thoughts, and the high culture of our society (Bloom, This study was funded from the Office of Educational Research and Improvement, Grant No. G008720278-88, for the Center for the Learning and Teaching of Literature. The colleagueship, good ideas, and hard work of the following research assistants added immeasurably to every aspect of the study: Noreen Benton, John Sandman, Mary Sawyer, Francine Stayter, Dee Warner, and Beth Weatherby. I would also like to thank the students, their teachers, and district personnel without whose cooperation this work would not be. Research in the Teaching of English, Vol. 24, No. 3, October 1990" @default.
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• W66707811 date "1990-01-01" @default.
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• W66707811 title "The Process of Understanding: Reading for Literary and Informative Purposes." @default.
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