The Transactional Theory of Reading and Writing

2013 ◽  
pp. 923-956 ◽  
Author(s):  
Louise Rosenblatt
Keyword(s):  
Reading And Writing ◽  
Transactional Theory ◽  
Theory Of Reading

Writing and Différance

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 81-96
Author(s):  
Peter Pericles Trifonas
Keyword(s):  
Educational Theory ◽  
Reading And Writing ◽  
Theory Of Education ◽  
Theory Of Reading

AbstractThe theme of pedagogy and more generally education as supplementarity has been all but ignored in critical discussions engaging Jacques Derrida’s of grammatology. By and large, the sustained emphasis of inquiry has instead been on evaluating the epistemological and methodological parameters of deconstruction as a theory of reading and writing and not as a treatise on the ethics of pedagogical praxis. The essay rereads “... That Dangerous Supplement...,” the chapter on Rousseau on writing, while keeping the theme of pedagogy at the forefront of the analysis of supplementarity. Derrida presents for the “science of a new writing” in the “gram” that flourishes within the codic play of differences. But it is as différance that the grammatological conversion of semiology takes place via deconstruction. Such a focus provides new insights into deconstruction that could allow us to effectively gauge the edusemiotic potential of its influence on educational theory, not only as a theoretical departure from classical modes of reading and writing, but as the inaugural steps toward and beyond a theory of education that could ground an ethical praxis.

Elizabeth Bowen and the Pleasure of the Text

2019 ◽  
pp. 48-61
Author(s):  
Jessica Gildersleeve
Keyword(s):  
Critical Theory ◽  
Literary Theory ◽  
Roland Barthes ◽  
Elizabeth Bowen ◽  
Reading And Writing ◽  
Memory Work ◽  
Mutual Engagement ◽  
Poststructuralist Theory ◽  
Theory Of Reading ◽  
The Impact

This chapter recognises that while several authors in the extant criticism have used various lenses of critical theory through which to analyse Bowen’s work, a case for Bowen as a theorist herself has not yet been made. Through an analysis of Bowen’s critical essays, reviews, and depictions of reading and writing in her fiction, this chapter proposes a logic of literary theory as it emerges in her work. Bowen’s theory of reading does anticipate, in some ways, poststructuralist theory as it appears in the work of Roland Barthes, particularly in terms of her syntactical evocations of trauma. Where her work differs (or defers) from theirs, however, is in her insistence upon a kind of mindless and spontaneous memory-work which describes the impact of the reader and the text upon each other and the production of pleasure engendered through this relationship. It is in the process of this mutual engagement, Bowen’s work suggests, that each comes into being. This essay will thus argue for the innovation present in Bowen’s understanding of reading and writing as an anticipation and an inflection of later poststructuralist theory.

scholarly journals Προσέγγιση λογοτεχνικών κειμένων μέσω τεχνικών της δραματικής τέχνης στην εκπαίδευση και του κουκλοθεάτρου

2016 ◽  
Author(s):  
Θεοδώρα Παπαϊωάννου
Keyword(s):  
Transactional Theory ◽  
Theory Of Reading ◽  
Post Test

Η παρούσα ημι-πειραματική έρευνα αφορά τη διερεύνηση της επίδρασης μιας εναλλακτικής διδακτικής προσέγγισης της Λογοτεχνίας στην Πρωτοβάθμια Εκπαίδευση. Συγκεκριμένα, αφορά τη διδασκαλία λογοτεχνικών κειμένων των Ανθολογίων της Δ΄ τάξης του Δημοτικού σχολείο με βάση την αναγνωστική θεωρία «Συναλλακτική» θεωρία της ανάγνωσης (Transactional theory of reading) της Louise M. Rosenblatt μέσω της χρήσης των βιωματικών τεχνικών της Δραματικής Τέχνης στην Εκπαίδευση και του Κουκλοθεάτρου. Για τη διερεύνηση της επίδρασης του εν λόγω διδακτικής προσέγγισης μελετήθηκαν τα χαρακτηριστικά του μαθησιακού περιβάλλοντος, οι διάλογοι που πραγματοποίησαν οι μαθητές κατά τη διάρκεια πραγματοποίησης των δραστηριοτήτων της Δραματικής Τέχνης στην Εκπαίδευση και του Κουκλοθεάτρου, τα γραπτά κείμενα που παρήγαγαν οι μαθητές και η στάση των μαθητών σε σχέση με το γνωστικό αντικείμενο της Λογοτεχνίας. Δείγμα της έρευνας αποτέλεσαν οι μαθητές τεσσάρων σχολικών μονάδων αστικής περιοχής του νομού Λάρισας, οι οποίες επιλέχθηκαν με τυχαία δειγματοληψία. Ο αριθμός του δείγματος ανέρχεται σε διακόσιους τριάντα εννιά μαθητές (239) από τους οποίους οι σαράντα επτά (47) αποτέλεσαν το δείγμα της πιλοτικής έρευνας. Η συλλογή των δεδομένων πραγματοποιήθηκε μέσω μη συστηματικής παρατήρησης (φύλλα παρατήρησης) και μαγνητοφώνησης των μαθητών και ως μέσα συλλογής των δεδομένων χρησιμοποιήθηκαν τα ερωτηματολόγια (pre-post test) και η παραγωγή πρωτότυπων γραπτών κειμένων (δημιουργική γραφή). Το Παιδαγωγικό Πρόγραμμα εφαρμόστηκε από την ερευνήτρια σε χρονική διάρκεια τριών μηνών και πραγματοποιήθηκαν συνολικά σαράντα οχτώ (48) ώρες διδασκαλίας, οι οποίες καθορίστηκαν από το Παιδαγωγικό Ινστιτούτο για την έγκριση της έρευνας. Η διδασκαλία κάθε λογοτεχνικού κειμένου είχε διάρκεια δύο (2) διδακτικών ωρών και πραγματοποιήθηκε στο πλαίσιο της ευέλικτης ζώνης με σκοπό την ομαλή διεξαγωγή του ωρολογίου προγράμματος των μαθητών που συμμετείχαν. Η ποιοτική ανάλυση περιλάμβανε την καταγραφή, ανάλυση και παρουσίαση των χαρακτηριστικών του μαθησιακού περιβάλλοντος, την ανάλυση των διαλόγων των μαθητών και την ανάλυση περιεχομένου των γραπτών κειμένων. Η ποσοτική ανάλυση περιλάμβανε τη συγκριτική μελέτη των ερωτηματολογίων των δύο ομάδων, πειραματικής και ελέγχου, πριν και μετά την ολοκλήρωση των διδακτικών προσεγγίσεων και τη συγκριτική μελέτη της βαθμολογίας των κειμένων των μαθητών της πειραματικής και της ομάδας ελέγχου. Τα αποτελέσματα της έρευνας έδειξαν ότι το Παιδαγωγικό Πρόγραμμα που εφαρμόσαμε συνέβαλε θετικά στην καλλιέργεια αισθητικής στάσης απέναντι στην λογοτεχνική ανάγνωση, στη δημιουργία ανταποκρίσεων, στην πρωτότυπη παραγωγή γραπτού λόγου και στην καλλιέργεια θετικής στάσης σε σχέση με το γνωστικό αντικείμενο της Λογοτεχνίας.

scholarly journals To Read or Not To Read: Listening to Children Talk about Reading Motivation

2017 ◽  
Vol 1 (24) ◽  
pp. 47-65 ◽  
Author(s):  
Ana Maria Margarita S. Salvador
Keyword(s):  
Reading Instruction ◽  
Self Efficacy ◽  
Reading Motivation ◽  
Efficacy Beliefs ◽  
Transactional Theory ◽  
Main Research ◽  
Voluntary Reading ◽  
Theory Of Reading ◽  
The Will ◽  
Research Questions

Developing the will to read is an important, albeit sometimes neglected consideration in fostering literacy among children. Drawing from research on reading motivation by Wigfield and Guthrie (1997), who talk about reading motivation as anchored upon self efficacy beliefs, purpose, and a social component, Rosenblatt’s (1994) Transactional Theory of Reading which highlights the stances one takes while reading, Krashen’s (2004 and 2009) research on the conditions that make Free Voluntary Reading optimal, and Miller’s (2011) research on materiality and how objects have an agency that could either build or cripple the capacities of students influences this study as it examines the factors that contribute to reading motivation among middle graders. In order to answer my main research questions, I engaged eight students from grades 3 to 6 in informal interviews (pakikipagkuwentuhan) about reading. These students came from either public, private or state-funded laboratory schools. Depending on the flow of each conversation, the questions asked the students varied at times. Results indicate that both human and symbolic mediators work together to Foster reading motivation among middle graders. These different mediators of reading motivation are the focus of this research. Implications for reading instruction may be gleaned from this study.

scholarly journals What Makes a Good Graded Reader: Engaging with Graded Readers in the Context of Extensive Reading in L2

2021 ◽  
Author(s):  
◽  
Gillian Margaret Helen Claridge
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading Material ◽  
Comprehensible Input ◽  
Theory Of Reading ◽  
Reading Response ◽  
Graded Readers ◽  
The Individual

<p>It is widely accepted in the ESOL field that Extensive Reading is good for ESOL learners and there are many studies purporting to show that this is true. As a result, the publication of Graded Readers in English today is a major commercial concern, although David Hill (2008, p. 189), former director of the Edinburgh Project on Extensive Reading, in his most recent study of Graded Readers, comments that they are being produced 'in a hostile climate where extensive reading is little valued, practised or tested.' However, anecdotal evidence from teachers and researchers claims that learners do not read anywhere near the recommended one Graded Reader a week prescribed by Nation and Wang (1999, p. 355) to provide the necessary amount of comprehensible input for increasing vocabulary. If these claims and Hill's comments are true, there may be a mismatch between the kind of reading material produced for learners of English and the nature and teaching of the texts currently recommended by teachers and librarians. Such a situation would not only be a huge waste in terms of resources; it could also lead to the alienation of generations of English learners from a potentially valuable means of improving and enjoying language learning. My study investigates this discrepancy by looking at the perceptions of the main stakeholders in Graded Readers, namely the publishers, the judges and academics, the teachers and the learners, to see how they differ and why. As each population is different, the methodologies used in the study are various, making for an approach described as 'bricolage' (Lincoln & Guba, 2000a, p. 164). At the heart of the study are five case studies of learners, set against the backdrop of data gathered from all the stakeholders. As the results indicate that the purpose of the reading appears to govern the perceptions of the individual learner, I found Louise Rosenblatt's (Rosenblatt, 1978) Transactional Theory of Reading Response was an appropriate framework within which to interpret the data.</p>

scholarly journals Towards a Transactional Theory of Reading

1969 ◽  
Vol 1 (1) ◽  
pp. 31-49 ◽  
Author(s):  
Louise M. Rosenblatt
Keyword(s):  
Transactional Theory ◽  
Theory Of Reading

Experiencing documents

2014 ◽  
Vol 70 (4) ◽  
pp. 544-561 ◽  
Author(s):  
Kiersten F. Latham
Keyword(s):  
Lived Experience ◽  
Reader Response ◽  
Information Behavior ◽  
Holistic Approach ◽  
Content Type ◽  
Transactional Theory ◽  
Text Document ◽  
Theory Of Reading ◽  
Unique Experience ◽  
The Aesthetic

Purpose – The purpose of this paper is to invite further consideration of how people experience documents. By offering a model from Reader Response theory – Louise Rosenblatt's Transactional Theory of Reading – as well as examples from research on numinous experiences with museum objects, the author hopes to open further avenues of information behavior studies about people and documents. The goal is to incorporate more aspects of lived experience and the aesthetic into practice with and research of documents. Design/methodology/approach – Theoretical scope includes Louise Rosenblatt's Transactional Theory of Reading, John Dewey's concepts of transaction and experience and lived experience concepts/methods derived from phenomenology. Findings – Rosenblatt's Transactional Theory explicates the continuum of reader response, from the efferent to the aesthetic, stating that the act of “reading” (experience) involves a transaction between the reader (person) and the text (document). Each transaction is a unique experience in which the reader and text continuously act and are acted upon by each other. This theory of reading translates well into the realm of investigating the lived experience of documents and in that context, a concrete example and suggested strategies for future study are provided. Originality/value – This paper provides a holistic approach to understanding lived experience with documents and introduces the concept of person-document transaction. It inserts the wider notion of document into a more specific theory of reading, expanding its use beyond the borders of text, print and literature. By providing an example of real document experiences and applying Rosenblatt's continuum, the value of this paper is in opening new avenues for information behavior inquiries.

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