An Examination of Fourth Graders’ Aesthetic Engagement with Literary Characters

Parsons, Linda T.

doi:10.1080/02702711.2011.566762

Cited by 15 publications

(21 citation statements)

References 22 publications

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“…Although LARs regarded reading more as a means to an end, that is, a tool for vocabulary enrichment and in building their comprehension skills, thereby assisting them in their examinations (characteristic of efferent readers), the HARs regarded reading as pleasurable in itself (characteristic of aesthetic readers who have an autonomous reading motivation). As Parsons (2013) pointed out, “Stance does matter if our goal is to encourage children to identify as readers” (p. 21) with avid readers enjoying reading and finding the time to read. Many of the LARs in this study stated that they simply did not have time for recreational reading due to the amount of academic work they were given.…”

Section: Discussionmentioning

confidence: 99%

“…In Pilonieta and Hancock's (2012) study of 68 first graders and their four first-grade teachers at an urban elementary school in the United States, it was shown that students who assumed an aesthetic stance in reading demonstrated better connections based on direct or vicarious personal experiences and subsequently scored higher on comprehension measures. Moreover, aesthetic readers are generally found to be more enthusiastic readers who are intrinsically motivated and read for pleasure (Applegate & Applegate, 2004;Parsons, 2013). Bronfenbrenner's Ecological Systems Theory.…”

Section: Theoretical Framework For Understanding Recreational Readingmentioning

confidence: 99%

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Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Garces-Bacsal

Yeo

2017

Journal for the Education of the Gifted

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This study examined the recreational reading habits of 10-to 12-year-old students enrolled in one of the nine Gifted Education Program (GEP) schools in Singapore. A total of 125 students were surveyed regarding the time they spent on recreational reading, and the top and bottom 10% were labeled Highly Avid Readers (HAR) and Less Avid Readers (LAR), respectively. The 24 readers from the HAR and LAR groups subsequently participated in Focus Group Discussions (FGDs), which revealed that the two groups differ considerably in terms of their ideations about reading, perception of themselves as readers, and the time they devote to reading, as well as parental influences in reading. Results, which are interpreted using Bronfenbrenner's Ecological Theory framework, indicate more can be done in both home and school settings to encourage recreational reading. Insights and recommendations are offered in light of this. Keywords recreational reading habits, gifted students in Singapore, gifted readers The observed decline in students' reading for pleasure beyond the elementary school years is a growing cause for concern (Sainsbury & Schagen, 2004; Unrau & Schlackman, 2006). Research studies have consistently demonstrated a high correlation between children's reading patterns in later life and the reading habits they form between fourth

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framework For Understanding Recreational Readingmentioning

confidence: 99%

Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Garces-Bacsal

Yeo

2017

Journal for the Education of the Gifted

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“…The researcher concluded that exploring disability issues in depth led to children becoming better informed, more aware of the ways in which individuals with disabilities are similar to themselves, and more compassionate towards others. Similarly, Parsons (2013) studied children's reactions after reading stories that featured children with disabilities and concluded that book reading helped students to identify and empathise with those with developmental disabilities.…”

mentioning

confidence: 99%

Children's Books that Promote Understanding of Difference, Diversity and Disability

Gilmore

Howard

2016

J. Psychol. Couns. Sch.

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An important goal of inclusive education is to create an environment in which individual differences are appreciated, and where all children are valued. Books are an important way in which children learn about themselves, others and the world around them. Children's literature can potentially promote awareness of individual differences and similarities, acceptance of self and others, and information that counteracts ignorance, misperceptions and stereotypes about disability. This awareness, acceptance and knowledge should ultimately contribute to greater understanding, empathy and respect for diversity. In this article, we review over 50 children's books that may be of value for assisting children of different ages to understand and appreciate individual differences and disabilities. Most of the reviews were contributed by postgraduate psychology students who were enrolled in a disability unit at Queensland University of Technology.

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“…8 The second is the extent to which characters are well-developed. The reader is more likely to engage with characters who think and behave like flesh-and-bone human beings rather than stock figures (Chadwick, 2012;Parsons, 2013). Texts of substantive length with characters who exhibited a range of character traits scored well on this measure; variety was measured by the percentage of the 30 traits included in the selection.…”

Section: Text Accessibilitymentioning

confidence: 99%

The achievement ideology ofReading Wonders: a critical content analysis of success and failure in a core reading programme

Jaeger

2018

Journal of Curriculum Studies

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In the early 1960's, researchers began to conduct content analyses of core reading programs/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here is a critical content analysis of texts contained within the core reading program Reading Wonders. It addresses these research questions: What vision of success and failure is exemplified by selections in the fourth-grade Reading Wonders textbook?-and-To what extent are selections in this program accessible to readers? Mobilizing MacLeod's notion of achievement ideology, the study explores the contrast between the program's emphasis on individual success and the inaccessibility of the selections included in it. The analysis demonstrates that the achievement ideology is the foundation for most of the selections. It also shows that the complexity and unengaging quality of the basal reader interferes with the reader's ability to access the included texts. I argue the Reading Wonders textbook serves to convince readers that personal and professional success is the norm in contemporary society, while failing to allow them to construct more than a surface-level meaning of the included selections.

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An Examination of Fourth Graders’ Aesthetic Engagement with Literary Characters

Cited by 15 publications

References 22 publications

Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Why and What They Read When They Don’t Have to: Factors Influencing the Recreational Reading Habits of Gifted Students in Singapore

Children's Books that Promote Understanding of Difference, Diversity and Disability

The achievement ideology ofReading Wonders: a critical content analysis of success and failure in a core reading programme

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