EDES 501 (Resources) Podcast #1 Thinking About Rosenblatt, Meek, and Chambers September 7, 2009
Louise Rosenblatt <ul><li>Literature  needs to be meaningful and personal </li></ul><ul><ul><li>Students may need to be he...
Louise Rosenblatt <ul><li>Transactional Reading Theory </li></ul><ul><ul><li>Every reader brings his/her own attitudes and...
Louise Rosenblatt <ul><li>Reading is an individual act </li></ul><ul><li>Meaning is constructed when the reader adopts a s...
Margaret Meek <ul><li>Four basic assumptions: </li></ul><ul><ul><li>Reading is an important thing to do </li></ul></ul><ul...
Margaret Meek <ul><li>“ The reading experts, for all their understanding about ‘the reading process’, treat all text as th...
Margaret Meek <ul><li>“ Reading is both public and private.  It is public in that … children are taught to read because it...
Aidan Chambers <ul><li>The Reading Environment </li></ul><ul><ul><li>Readers know that “where we read affects how we read;...
Aidan Chambers From:  Chambers, A. (1991).  The Reading Environment.   Stroud, UK: Thimble Press. Enabling Adult The Readi...
Aidan Chambers <ul><li>Creating a positive reading environment </li></ul><ul><ul><li>Displays </li></ul></ul><ul><ul><li>B...
Autobiography of a Reader <ul><li>Common Themes </li></ul><ul><ul><li>Reading Role Models </li></ul></ul><ul><ul><ul><li>P...
Implications for practice? Chambers Meek Rosenblatt
What does this all mean? <ul><li>Importance of talk in children’s reading experiences </li></ul><ul><li>Creating a positiv...
Further Reading <ul><li>When you have time, you might want to look at: </li></ul><ul><li>-Reading Matters  by Ross, McKech...
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Edes 501 (Resources) Lecture #1 Notes

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Presentation notes to complement the podcast/lecture for EDES 501 (Resources) on reading theory.

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Edes 501 (Resources) Lecture #1 Notes

  1. 1. EDES 501 (Resources) Podcast #1 Thinking About Rosenblatt, Meek, and Chambers September 7, 2009
  2. 2. Louise Rosenblatt <ul><li>Literature needs to be meaningful and personal </li></ul><ul><ul><li>Students may need to be helped to have “personally satisfying and personally meaningful transactions with literature” </li></ul></ul>
  3. 3. Louise Rosenblatt <ul><li>Transactional Reading Theory </li></ul><ul><ul><li>Every reader brings his/her own attitudes and ideas to any text which then have an impact on the reader’s interpretation of that text </li></ul></ul><ul><ul><li>Transaction between the reader and the text creates meaning </li></ul></ul><ul><ul><li>Reading guided by a reader’s stance or purpose </li></ul></ul><ul><ul><ul><li>Aesthetic stance  Efferent stance </li></ul></ul></ul>
  4. 4. Louise Rosenblatt <ul><li>Reading is an individual act </li></ul><ul><li>Meaning is constructed when the reader adopts a stance along this aesthetic-efferent continuum and then synthesizes and organizes information based on his/her interactions with the text </li></ul><ul><li>Interaction and dialogue between children and adults is “a vital ingredient of transactional pedagogy” when thinking about children’s reading in terms of this transactional reading theory </li></ul>
  5. 5. Margaret Meek <ul><li>Four basic assumptions: </li></ul><ul><ul><li>Reading is an important thing to do </li></ul></ul><ul><ul><li>Reading is learned by reading </li></ul></ul><ul><ul><li>What the beginning reader reads makes all the difference to his view of reading </li></ul></ul><ul><ul><li>There is nothing about reading that parents cannot know and understand </li></ul></ul>
  6. 6. Margaret Meek <ul><li>“ The reading experts, for all their understanding about ‘the reading process’, treat all text as the neutral substance on which the process works, as if the reader did the same things with a poem, a timetable, a warning notice.” (p. 5) </li></ul><ul><li>“… these experts often fail to remind themselves that reading doesn’t happen in a vacuum. The social conditions and surroundings are important too. For so long we have been inclined to think of reading as a silent solitary activity that we have neglected those things that are part of our reading together.” (p. 6) </li></ul><ul><li>“ We learned to read, competently and sensitively, because we gave ourselves what Sartre called ‘private lessons’, by becoming involved in what we read. We also found we could share what we read with other people, our friends, our colleagues, our opponents, even when we argued with them. The reading lessons weren’t part of a course of reading, except of the course we gave ourselves in our interactions with the texts.” (p. 6-7) </li></ul><ul><li>From: How Texts Teach What Readers Learn </li></ul>
  7. 7. Margaret Meek <ul><li>“ Reading is both public and private. It is public in that … children are taught to read because it is useful for them to get information. It is private in that the reader makes a bond with the author in a special way which contributes to his affective growth and to the way he feels about himself. It is useful to get information: it is crucial to grow as a person … Reading of this kind needs peace and time…” (p. 358). </li></ul><ul><li>From: The Cool Web: The Pattern of Children’s Reading </li></ul>
  8. 8. Aidan Chambers <ul><li>The Reading Environment </li></ul><ul><ul><li>Readers know that “where we read affects how we read; with what pleasure and willingness and concentration” (p. 7) </li></ul></ul><ul><li>Social context of reading: </li></ul><ul><ul><li>Matter of place/setting; having the books we want; what mood we’re in; what time we’ve got; whether we’re interrupted </li></ul></ul>
  9. 9. Aidan Chambers From: Chambers, A. (1991). The Reading Environment. Stroud, UK: Thimble Press. Enabling Adult The Reading Circle Response: Formal Talk, Book Gossip, Response, Enjoying it again Reading: Time to read, Hearing it done, Doing it for yourself Selection: Bookstock, Availability, Presentation, accessibility
  10. 10. Aidan Chambers <ul><li>Creating a positive reading environment </li></ul><ul><ul><li>Displays </li></ul></ul><ul><ul><li>Book supply </li></ul></ul><ul><ul><li>Reading areas </li></ul></ul><ul><ul><li>Reading time </li></ul></ul><ul><ul><li>Reading aloud </li></ul></ul><ul><ul><li>Book owning </li></ul></ul><ul><ul><li>Selecting reading material </li></ul></ul>
  11. 11. Autobiography of a Reader <ul><li>Common Themes </li></ul><ul><ul><li>Reading Role Models </li></ul></ul><ul><ul><ul><li>Positive and Negative </li></ul></ul></ul><ul><ul><ul><li>Important Adults (parents, grandparents) </li></ul></ul></ul><ul><ul><li>Selection of Reading Material </li></ul></ul><ul><ul><li>Access </li></ul></ul><ul><ul><li>Choice </li></ul></ul><ul><ul><li>Time & Space to read </li></ul></ul><ul><ul><li>Support </li></ul></ul><ul><ul><li>“ Good” reading vs. “Junk”—place for both </li></ul></ul><ul><ul><li>Place to read </li></ul></ul>
  12. 12. Implications for practice? Chambers Meek Rosenblatt
  13. 13. What does this all mean? <ul><li>Importance of talk in children’s reading experiences </li></ul><ul><li>Creating a positive reading environment </li></ul><ul><li>Choice in reading </li></ul><ul><li>Teaching book selection strategies </li></ul><ul><li>Collections that meet the needs of our students </li></ul><ul><li>Recognizing what children and YAs bring to their reading experiences </li></ul>
  14. 14. Further Reading <ul><li>When you have time, you might want to look at: </li></ul><ul><li>-Reading Matters by Ross, McKechnie, and Rothbauer </li></ul><ul><li>-The Power of Reading (2 nd ed.) by Krashen </li></ul><ul><li>-What Really Matters for Struggling Readers: Designing Research-Based Programs (2 nd ed) by Allington </li></ul><ul><li>-Literature as Exploration by Rosenblatt </li></ul><ul><li>-The Reading Environment by Chambers </li></ul><ul><li>-anything by Margaret Meek </li></ul>

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