Developing Preservice Teachers’ Perspectives on Reader Response
Abstract
This study examines preservice teachers' developing conceptions of reader response theory, specifically focusing on the importance of aesthetic response to students' engagement with and motivation for reading. Three intact classes over three semesters (N = 78) participated in an intervention through literature discussion circles after reading award-winning and multicultural children's and adolescent literature. They read a cycle of three novels in each class. Preservice teachers chose the books from multiple copies provided and responded in writing to each selection prior to meeting in small, student-run groups for discussion. Participants wrote dialectical journals for the first book, completed role sheets for the second selection, and for the third novel, provided a written response of their choice. Results indicate: that the aesthetic reader stance predominated in students' written responses and discussions; that written response did not influence the quality of the discussion; and that students were more disposed to consider aesthetic stance as important to the reader after their own participation in literature discussion circles. Participants also highly valued book choices and forms of responses allowed. Implications for teaching are critical in sustaining a balanced view of literacy because current reform mandates avoid the mention of issues such as personal response in favor of literary analysis and often prescribe what teachers must teach and assess.
Reference
Grisham, D. (2001). Developing preservice teachers' perspectives on reader response. Reading Horizons, 41(4), 211-238.
Journal
Reading Horizons
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- multiple subjects credential
Research Location Context
- Reading and language arts methods course
- University
Preservice Participants
- 5-year program offering BA , followed by MA and initial certification
Preservice Sample Size
78
Duration of Data Collection
Data Sources
- Classroom Discussion
- journal entries
- written reflections/class papers
Data Analysis Tools
- coding (emergent categories)
- Descriptive Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
"Would elementary preservice teachers prefer to respond in writing to children's literature using dialectical journals, role sheets, or a written response mode of their own
choosing" (p.2).
Is this research question explicit from the manuscript? Yes
"How might the method of written response affect the type of response (aesthetic or efferent) made by the students?" (p.2).
Is this research question explicit from the manuscript? Yes
"How might the method of response affect the ensuing small group literature discussion?"(p.2).
Is this research question explicit from the manuscript? Yes
"In what ways might this experience influence the preservice candidates' attitudes towards teaching children's literature, particularly their attitudes toward aesthetic responses?" (p.2).
Is this research question explicit from the manuscript? Yes