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• W851082557 abstract "Adolescents are at the greatest risk for victimization and perpetration of sexual assault. This paper examines the current trends in literacy education which marginalize aesthetic reading experiences and using reader response theory, and argues that young adult literature may provide an opportunity to reduce rape myth acceptance in adolescents. What makes reading a novel different from other types of adolescent reading experiences? The most accepted aspect of a novel that delineates it from other forms of fictional narrative is length: the novel is longer than other types of narrative such as short stories or novellas which may be read in a single sitting. Furthermore, the plots found in novels generally deal with multiple events, issues and ideas, and is generally too long to be focused on only one incident (Probst, 1988). Thus, a major distinction between the experience involved with a novel and other types of narrative is that reading a novel is a longer and more involved process. Because reading a novel may reduce the time that is available for standardized test practice, the amount of experiences many students have with novels in the classroom is diminishing. Curricula in language arts and English classrooms have been directly influenced by the passage of No Child Left Behind, the signing on to Common Core Standards by many states, and by the implementation of the Race to the Top competition. These events have placed a premium on students’ ability to answer questions based on short reading passages as part of high stakes standardized tests. Novels do not generally appear on standardized tests and when excerpts do appear, the majority of questions related to the passages are concerned with reading comprehension and do not generally require the test taker to analyze, interpret, evaluate or make any personal connections to the text (Purves, 1990). Because the appearance of literature is rare or absent in standardized testing, there is a concomitant reduction in the appearance of novels in curricula. The Problem with Educational Literacy The culture of testing that has come to dominate the educational landscape has stoked the flames of a wildfire of scripted curricula programs designed to increase student performance on reading tests (Mathews, 2000). Rarely do these programs include novels as novels do not appear on the tests they are preparing students for, and the companies producing scripted curricula do not realize profit from the sales of novels (Atwell, 2010). The absence of novels as part of standardized exams and the exclusion of novels from prefabricated scripted curricula has marginalized and sometimes even eliminated the reading of novels as part of curriculum in many public schools. The predominant literacy curricula most public school students find themselves in consists of interactions with textbooks, standardized reading materials and pre-packaged literacy programs. These types of literacy events are merely exercises rather than genuine opportunities for communication and promote an input/output ideology (Powell, 2009). Spears-Bunton and Powell (2009) describe this type of literacy instruction as “schooled literacy,” which encourages" @default.
• W851082557 created "2016-06-24" @default.
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• W851082557 date "2013-01-01" @default.
• W851082557 modified "2023-09-27" @default.
• W851082557 title "Theoretical Foundations of a Study Examining Adolescent Literature and Rape Myth Acceptance" @default.
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