Reception theory
•Download as PPTX, PDF•
0 likes•209 views
Reception theory proposes that the meaning of a text is produced through the interaction between the audience and the text, not inherent to the text itself. There are three main types of readings: dominant readings where the audience accepts the preferred meaning, negotiated readings where the audience modifies the meaning to fit their views, and oppositional readings where the audience rejects the preferred meaning. David Morley developed this theory and identified the three reading types based on a 1980 study of how different people interpreted a TV program.
Report
Share
Report
Share
Recommended
Three Reading Models
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Top down approach
The document provides questions about Dale Carnegie's book "How to Win Friends and Influence People" and asks how to influence others and react if wronged. It then discusses a story where a mechanic made a mistake on an airplane and how Mr. Bob Hoover reacted in a way that influenced the mechanic. Theories on teaching reading are also discussed, including features of the top-down approach to reading.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Top down process
The top-down model of reading focuses on the reader's background knowledge and ability to make predictions about a text based on that knowledge. Readers use their existing knowledge to guide comprehension, relying on the text only to confirm or modify their predictions. It is a concept-driven approach where readers look at the overall meaning first before analyzing individual words or sentences. Exercises that activate readers' background knowledge, like pre-reading activities, help increase understanding by giving context and familiarizing readers with the topic before reading.
Reading Models and Schema Theory
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
The top down approach
The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
Theories in reading instruction report
The document discusses three models of reading instruction: bottom-up, top-down, and interactive. The bottom-up model emphasizes decoding letters and words before comprehending text. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model views reading as an interaction between bottom-up and top-down processes occurring simultaneously. Researchers described support different aspects of each model, with the interactive model attempting to incorporate the strengths of both bottom-up and top-down approaches.
Reading models
This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
Recommended
Three Reading Models
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Top down approach
The document provides questions about Dale Carnegie's book "How to Win Friends and Influence People" and asks how to influence others and react if wronged. It then discusses a story where a mechanic made a mistake on an airplane and how Mr. Bob Hoover reacted in a way that influenced the mechanic. Theories on teaching reading are also discussed, including features of the top-down approach to reading.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Top down process
The top-down model of reading focuses on the reader's background knowledge and ability to make predictions about a text based on that knowledge. Readers use their existing knowledge to guide comprehension, relying on the text only to confirm or modify their predictions. It is a concept-driven approach where readers look at the overall meaning first before analyzing individual words or sentences. Exercises that activate readers' background knowledge, like pre-reading activities, help increase understanding by giving context and familiarizing readers with the topic before reading.
Reading Models and Schema Theory
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
The top down approach
The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
Theories in reading instruction report
The document discusses three models of reading instruction: bottom-up, top-down, and interactive. The bottom-up model emphasizes decoding letters and words before comprehending text. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model views reading as an interaction between bottom-up and top-down processes occurring simultaneously. Researchers described support different aspects of each model, with the interactive model attempting to incorporate the strengths of both bottom-up and top-down approaches.
Reading models
This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
Reading
The document discusses various models of the reading process, including bottom-up, top-down, and interactive models. It describes key aspects of each model, such as the bottom-up model emphasizing part-to-whole processing, and the top-down model emphasizing use of prior knowledge and meaning driven processing. The interactive model recognizes the simultaneous interaction of bottom-up and top-down processes. A genre-based approach to teaching L2 reading is also discussed.
Close Reading Template
This document provides a framework for conducting a close reading lesson in multiple steps: 1) choosing a text and identifying complex ideas to focus on, 2) generating text-dependent questions, 3) conducting a close reading of the text through multiple readings and discussions to determine what the text says and how it works, and 4) having students evaluate and synthesize their understanding. The close reading involves multiple readings with different purposes, partner and group discussions after each reading, and using evidence from the text to answer questions. The teacher reflects on the lesson to improve future close reading sessions.
3.7 Text Connections
This assessment activity requires students to critically analyze connections across at least four science fiction films from the 1980s in a comparative essay. Students must identify at least two significant connections between the films, such as themes, styles, characters, or intended audiences, and provide evidence from the films to support their analysis. Students will be evaluated on the perceptiveness of their critical responses to the connections they identify between the films. The resource provides guidance on choosing films, identifying connections, gathering evidence, and structuring the comparative essay.
Models of Reading EDUC 551
The document discusses various models of the reading process, including bottom-up, top-down, and interactive models. The bottom-up model views reading as a linear process of decoding letters into sounds and combining them into words. The top-down model sees reading as a psycholinguistic process where the reader uses context and schema to predict and confirm meanings. The interactive model integrates aspects of bottom-up and top-down models, recognizing the flexible use of graphophonic, syntactic, and semantic cues. Emerging models emphasize the roles of schema, inference, prior knowledge, and the reader's goals in the meaning-making process.
The psychology of reading
The document discusses various theories and models of the psychology of reading. It describes the bottom-up, top-down, interactive, and metacognitive models of reading. The bottom-up model views reading as a linear process of decoding letters into words. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model sees reading as using both bottom-up and top-down processes simultaneously. The metacognitive model focuses on readers' thinking about their own reading processes. The document also discusses schema theory and several other specific theories and researchers that have contributed to the understanding of reading psychology.
Process of Reading
Reading is an active process that involves a transaction between the reader's background knowledge and the text. It is constructive, as readers use their schema to make inferences and derive meaning. Reading comprehension depends on the reader's prior knowledge, ability to understand the language of the text, and ability to understand the message. Readers use both top-down and bottom-up processing, applying their expectations while taking in elements from the text. Multiple types of knowledge, such as syntactic, morphological, world, and topic knowledge, help readers make sense of a text.
Theories of Reading Instruction
This document discusses various theories of reading instruction. It describes early theories from Thorndike, Gray, and Goodman that viewed reading as a developmental process involving word perception, comprehension, reaction, and synthesis. Later psycholinguistic theories proposed reading involves using graphophonic, syntactic, and semantic cueing systems simultaneously. The interactive and transactional theories of the late 20th century proposed reading as an interactive process where the reader interacts with text and prior knowledge. The document also discusses principles of balanced reading instruction incorporating skills, strategies, literature, and writing.
comprehension and levels of comprehension
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Ppt.dr.lesson 2final.ppt
The document summarizes three reading models:
1) The bottom-up model focuses on recognizing individual letters, words, and building understanding from the bottom up.
2) The top-down model emphasizes the reader's background knowledge and ability to make predictions using their schema.
3) The interactive reading model explains that readers use various types of knowledge simultaneously in a bottom-up and top-down process to make meaning from text.
Emerging reading models
The document outlines several emerging models of the reading process that go beyond traditional bottom-up and top-down models. It summarizes key points of Rumelhart's model from 1977, Stanovich's interactive-compensatory model from 1980, and Anderson and Pearson's schematheoretic views from 1984. It also discusses Pearson and Tierney's reader/writer model and Mathewson's model addressing the role of attitude and motivation in reading.
Ldc ppt. oct. 18, 2013 new
The Literacy Design Collaborative (LDC) supports the Common Core State Standards (CCSS) in the following ways:
1. LDC was built upon the CCSS literacy standards and merges them with important subject/content areas.
2. LDC work is centered around best practices in reading and writing instruction to ensure all students are prepared for career or college.
3. A CCSS/LDC classroom is learner-centered, collaborative, uses literacy as a tool for learning, values process over product, encourages shared decision making and opportunities for innovation.
A literate environment analysis
The author analyzed their use of literacy assessments and lesson planning approaches for early reading students. Running records and the Motivation to Read Profile were used to understand students' cognitive and interest levels to better plan instruction. A literacy matrix was utilized to select texts at different ability levels. Lessons focused on teaching decoding, comprehension strategies, and metacognition to promote independent learning. Both critical thinking and response perspectives were incorporated to foster deeper analysis and connections to texts.
Close reading moves
This document outlines a close reading process involving multiple readings and discussions of a text. It begins with establishing the purpose for students and an independent first reading. This is followed by partner discussions to check meaning and identify confusions. A second teacher-led shared reading allows modeling of thinking aloud. More discussion then focuses on text-dependent questions. A third reading evaluates the quality of the text. The process concludes with discussion striving to gain deeper meaning from the text.
Week 8 Lecture Slides
The document discusses various topics related to reading, including how readers process text, fluency, vocabulary development, awareness of text structure, pre-reading, during-reading and post-reading activities, and approaches to teaching writing. It provides examples of strategies and activities for each topic, such as graphic organizers, repeated reading, outlining, and double-entry notebooks. The document also discusses different models of the writing process and considerations for planning early writing instruction for learners with different writing systems.
The reading process
The reading process and related concepts about how we order understand context we have read through clues employing his or her schemata.
Reading
Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
Teaching reading
The document discusses promoting reading among students and provides principles and strategies for teaching reading. It recommends encouraging students to read often and extensively for pleasure and language improvement. Some suggested activities include establishing a classroom library, book clubs, scanning exercises, and having students respond to content rather than just focusing on construction. The document also analyzes the sequence of a sample reading lesson.
Gough's Reading model
The document discusses the bottom-up, or part-to-whole, model of the reading process proposed by Gough. According to this model, reading involves hierarchically processing text from small parts like letters and sounds to larger units like words, sentences, and full comprehension. The model believes readers must first identify visual features, link them to letters, then words, and finally build understanding of sentences and full texts. However, the bottom-up model has been criticized for underestimating the role of readers' prior knowledge and expectations in processing text.
Models of rdg-LET Review
The document describes and compares three reading models: the bottom-up model which emphasizes decoding skills and text-driven instruction; the top-down model which emphasizes the reader's background knowledge and comprehension with a holistic approach; and the interactive model which sees the reading process as both text- and reader-driven and emphasizes balanced comprehension and decoding skills.
Mãe como é a sua mãe pré 2 1º e 2º anos
Este documento descreve diferentes tipos de mães animais e suas características, comparando-as às mães humanas. Também reflete sobre como as mães, apesar de seus defeitos, são modelos de força e amor que marcam nossas vidas.
01 influencia camiónchoquevial 1984
Este documento resume un estudio sobre cómo el tamaño y peso de los camiones afectan los choques viales. Algunos de los hallazgos clave son: 1) Aunque los camiones recorren menos kilómetros que los automóviles, tienen una tasa de choques mortales significativamente mayor debido a su mayor peso; 2) Los camiones vacíos tienen tasas de choque más altas que los cargados; 3) Los remolques gemelos tienen tasas de choque más altas que los remolques individuales. El documento concluye analizando cómo mayores pes
More Related Content
What's hot
Reading
The document discusses various models of the reading process, including bottom-up, top-down, and interactive models. It describes key aspects of each model, such as the bottom-up model emphasizing part-to-whole processing, and the top-down model emphasizing use of prior knowledge and meaning driven processing. The interactive model recognizes the simultaneous interaction of bottom-up and top-down processes. A genre-based approach to teaching L2 reading is also discussed.
Close Reading Template
This document provides a framework for conducting a close reading lesson in multiple steps: 1) choosing a text and identifying complex ideas to focus on, 2) generating text-dependent questions, 3) conducting a close reading of the text through multiple readings and discussions to determine what the text says and how it works, and 4) having students evaluate and synthesize their understanding. The close reading involves multiple readings with different purposes, partner and group discussions after each reading, and using evidence from the text to answer questions. The teacher reflects on the lesson to improve future close reading sessions.
3.7 Text Connections
This assessment activity requires students to critically analyze connections across at least four science fiction films from the 1980s in a comparative essay. Students must identify at least two significant connections between the films, such as themes, styles, characters, or intended audiences, and provide evidence from the films to support their analysis. Students will be evaluated on the perceptiveness of their critical responses to the connections they identify between the films. The resource provides guidance on choosing films, identifying connections, gathering evidence, and structuring the comparative essay.
Models of Reading EDUC 551
The document discusses various models of the reading process, including bottom-up, top-down, and interactive models. The bottom-up model views reading as a linear process of decoding letters into sounds and combining them into words. The top-down model sees reading as a psycholinguistic process where the reader uses context and schema to predict and confirm meanings. The interactive model integrates aspects of bottom-up and top-down models, recognizing the flexible use of graphophonic, syntactic, and semantic cues. Emerging models emphasize the roles of schema, inference, prior knowledge, and the reader's goals in the meaning-making process.
The psychology of reading
The document discusses various theories and models of the psychology of reading. It describes the bottom-up, top-down, interactive, and metacognitive models of reading. The bottom-up model views reading as a linear process of decoding letters into words. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model sees reading as using both bottom-up and top-down processes simultaneously. The metacognitive model focuses on readers' thinking about their own reading processes. The document also discusses schema theory and several other specific theories and researchers that have contributed to the understanding of reading psychology.
Process of Reading
Reading is an active process that involves a transaction between the reader's background knowledge and the text. It is constructive, as readers use their schema to make inferences and derive meaning. Reading comprehension depends on the reader's prior knowledge, ability to understand the language of the text, and ability to understand the message. Readers use both top-down and bottom-up processing, applying their expectations while taking in elements from the text. Multiple types of knowledge, such as syntactic, morphological, world, and topic knowledge, help readers make sense of a text.
Theories of Reading Instruction
This document discusses various theories of reading instruction. It describes early theories from Thorndike, Gray, and Goodman that viewed reading as a developmental process involving word perception, comprehension, reaction, and synthesis. Later psycholinguistic theories proposed reading involves using graphophonic, syntactic, and semantic cueing systems simultaneously. The interactive and transactional theories of the late 20th century proposed reading as an interactive process where the reader interacts with text and prior knowledge. The document also discusses principles of balanced reading instruction incorporating skills, strategies, literature, and writing.
comprehension and levels of comprehension
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Ppt.dr.lesson 2final.ppt
The document summarizes three reading models:
1) The bottom-up model focuses on recognizing individual letters, words, and building understanding from the bottom up.
2) The top-down model emphasizes the reader's background knowledge and ability to make predictions using their schema.
3) The interactive reading model explains that readers use various types of knowledge simultaneously in a bottom-up and top-down process to make meaning from text.
Emerging reading models
The document outlines several emerging models of the reading process that go beyond traditional bottom-up and top-down models. It summarizes key points of Rumelhart's model from 1977, Stanovich's interactive-compensatory model from 1980, and Anderson and Pearson's schematheoretic views from 1984. It also discusses Pearson and Tierney's reader/writer model and Mathewson's model addressing the role of attitude and motivation in reading.
Ldc ppt. oct. 18, 2013 new
The Literacy Design Collaborative (LDC) supports the Common Core State Standards (CCSS) in the following ways:
1. LDC was built upon the CCSS literacy standards and merges them with important subject/content areas.
2. LDC work is centered around best practices in reading and writing instruction to ensure all students are prepared for career or college.
3. A CCSS/LDC classroom is learner-centered, collaborative, uses literacy as a tool for learning, values process over product, encourages shared decision making and opportunities for innovation.
A literate environment analysis
The author analyzed their use of literacy assessments and lesson planning approaches for early reading students. Running records and the Motivation to Read Profile were used to understand students' cognitive and interest levels to better plan instruction. A literacy matrix was utilized to select texts at different ability levels. Lessons focused on teaching decoding, comprehension strategies, and metacognition to promote independent learning. Both critical thinking and response perspectives were incorporated to foster deeper analysis and connections to texts.
Close reading moves
This document outlines a close reading process involving multiple readings and discussions of a text. It begins with establishing the purpose for students and an independent first reading. This is followed by partner discussions to check meaning and identify confusions. A second teacher-led shared reading allows modeling of thinking aloud. More discussion then focuses on text-dependent questions. A third reading evaluates the quality of the text. The process concludes with discussion striving to gain deeper meaning from the text.
Week 8 Lecture Slides
The document discusses various topics related to reading, including how readers process text, fluency, vocabulary development, awareness of text structure, pre-reading, during-reading and post-reading activities, and approaches to teaching writing. It provides examples of strategies and activities for each topic, such as graphic organizers, repeated reading, outlining, and double-entry notebooks. The document also discusses different models of the writing process and considerations for planning early writing instruction for learners with different writing systems.
The reading process
The reading process and related concepts about how we order understand context we have read through clues employing his or her schemata.
Reading
Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
Teaching reading
The document discusses promoting reading among students and provides principles and strategies for teaching reading. It recommends encouraging students to read often and extensively for pleasure and language improvement. Some suggested activities include establishing a classroom library, book clubs, scanning exercises, and having students respond to content rather than just focusing on construction. The document also analyzes the sequence of a sample reading lesson.
Gough's Reading model
The document discusses the bottom-up, or part-to-whole, model of the reading process proposed by Gough. According to this model, reading involves hierarchically processing text from small parts like letters and sounds to larger units like words, sentences, and full comprehension. The model believes readers must first identify visual features, link them to letters, then words, and finally build understanding of sentences and full texts. However, the bottom-up model has been criticized for underestimating the role of readers' prior knowledge and expectations in processing text.
Models of rdg-LET Review
The document describes and compares three reading models: the bottom-up model which emphasizes decoding skills and text-driven instruction; the top-down model which emphasizes the reader's background knowledge and comprehension with a holistic approach; and the interactive model which sees the reading process as both text- and reader-driven and emphasizes balanced comprehension and decoding skills.
What's hot (20)
Viewers also liked
Mãe como é a sua mãe pré 2 1º e 2º anos
Este documento descreve diferentes tipos de mães animais e suas características, comparando-as às mães humanas. Também reflete sobre como as mães, apesar de seus defeitos, são modelos de força e amor que marcam nossas vidas.
01 influencia camiónchoquevial 1984
Este documento resume un estudio sobre cómo el tamaño y peso de los camiones afectan los choques viales. Algunos de los hallazgos clave son: 1) Aunque los camiones recorren menos kilómetros que los automóviles, tienen una tasa de choques mortales significativamente mayor debido a su mayor peso; 2) Los camiones vacíos tienen tasas de choque más altas que los cargados; 3) Los remolques gemelos tienen tasas de choque más altas que los remolques individuales. El documento concluye analizando cómo mayores pes
inflação e estabilização
Durante os anos 80, a grande maioria das economias da América Latina registrou
processos inflacionários persistentes, com elevadas taxas, sem precedentes mesmo para
uma região com longa tradição inflacionária. Além desta, outra novidade atingiu a
região naquele período: mesmo os países que conseguiram levar adiante com grande
sucesso seus projetos desenvolvimentistas do pós-guerra, como Brasil e México,
tiveram então suas economias praticamente estagnadas.
Ao final da década de 90, ainda que permanecesse o desempenho medíocre em
termos de crescimento econômico, toda a região apresentava taxas de inflação muito
reduzidas, mesmo para os padrões históricos inflacionários do continente.
Hechos de los Apóstoles
Los apóstoles recibieron el Espíritu Santo en Pentecostés y comenzaron a predicar sobre la resurrección de Jesús. Aquellos que se bautizaban se unían a la comunidad cristiana, donde compartían sus bienes y se ayudaban mutuamente como hermanos. La comunidad crecía a medida que los apóstoles fundaban nuevas iglesias y enseñaban sobre Jesús.
Prawin presentation
This document discusses the muscles of mastication and their role in temporomandibular disorders (TMDs). It outlines the origins, insertions and actions of the temporalis, masseter, lateral pterygoid, and medial pterygoid muscles. It describes how occlusal interference can affect muscle function, leading to hyperactivity and TMD symptoms. Both functional and parafunctional muscle activities are discussed. Maintaining a sound occlusal condition is important for healthy muscle function and preventing TMDs caused by increased muscle tone from occlusal disturbances.
Using technology to drive real world results, Digiday Agency Summit, March 2017
The document announces the Digiday Agency Summit on March 3, 2017 with Christina Norman, CEO of Media Storm, scheduled to speak. Her talk is titled "Activating the Science of Cultural Influence" and will address designing evolution in business, not being afraid to make yourself obsolete, and practicing sentient marketing.
Studio Matarese & Voltan Disbrigo pratiche
Studio Matarese & Voltan effettua attività di disbrigo pratiche a Latina e provincia presso Agenzia delle entrate, Equitalia, Inps e altri enti pubblici e privati.
Proyecto 2017/2018
El documento presenta el proyecto deportivo del Club Bansander para 2017. Incluye información sobre la historia del club, sus instalaciones, palmarés, organización técnica con 12 equipos y 162 jugadores, y objetivos de formación y tecnificación de jugadores.
01 influencia camiónchoquevial 1984
Este documento resume un estudio sobre cómo el tamaño y peso de los camiones afectan los choques viales. Algunos de los hallazgos clave son: 1) Aunque los camiones recorren menos kilómetros que los automóviles, tienen una tasa de choques mortales significativamente mayor debido a su mayor peso; 2) Los camiones vacíos tienen tasas de choque más altas que los cargados; 3) Los remolques gemelos tienen tasas de choque más altas que los remolques individuales. El documento concluye analizando cómo mayores pes
Introdução ao php - Condicionais e Laços de repetição
O documento discute estruturas condicionais e laços de repetição em PHP. Inclui exemplos de IF/ELSE para tomar decisões com base em condições, e laços WHILE, DO WHILE e FOR para repetir ações. Também explica como quebrar laços usando continue e break.
Potestad tributaria thalia azuaje
El documento describe la potestad tributaria del Estado venezolano según la constitución. La constitución establece que solo el Estado puede ejercer la potestad tributaria a través de la nación, los estados y los municipios. Esta potestad tributaria incluye la facultad de recaudar, administrar y controlar los impuestos de acuerdo con la ley y dentro de los límites establecidos por varios principios constitucionales como la legalidad, la capacidad contributiva y la igualdad.
«Самая главная в жизни профессия – быть Человеком»
Данюк Александр Николаевич, учитель русского языка и литературы высшей квалификационной категории МБОУ СОШ № 58 г. Пензы, сотрудник областной лаборатории гуманной педагогики
Strata+hadoop data kitchen-seven-steps-to-high-velocity-data-analytics-with d...
The document outlines seven steps for implementing DataOps to help analytic teams deliver insights faster with higher quality. The steps are: 1) add data and logic tests, 2) use a version control system, 3) branch and merge, 4) use multiple environments, 5) reuse and containerize components, 6) parameterize processing, and 7) use simple storage. A case study example describes how one data engineer supports 12 analysts making weekly schema changes without issues using DataOps.
Potestad tributaria maria andreina medina
La potestad tributaria es la facultad del Estado para crear tributos con el fin de recaudar recursos para cubrir el gasto público. Esta potestad es originaria cuando emana de la Constitución o principios institucionales, y derivada o delegada cuando el Estado transfiere esta facultad a entes municipales mediante ley. La potestad tributaria se encuentra limitada por principios como legalidad, capacidad contributiva e igualdad.
Neurotic Robot
The document discusses robots and their components, types, research, applications, advantages, and disadvantages. It describes how robots are mechanical systems with sensors, power supply and control systems. Autonomous robots rely on their own control systems rather than remote control. Neurotic robots are a type of autonomous robot being developed to exhibit behaviors like obsessive-compulsive disorder or fear, similar to humans. The document outlines various robot applications and notes both the advantages of robots like accuracy and ability to work continuously, as well as disadvantages such as high costs and programming challenges.
Introdução ao php - Tipos de variáveis
Este documento introduz o conceito de variáveis em PHP, explicando que elas podem armazenar texto e números usando o sinal de cifrão e não precisam ter tipo declarado. Também apresenta os principais tipos de variáveis e operadores matemáticos que podem ser usados nelas, ilustrando com exemplos simples.
Introdução ao php - O que é e suas características
O documento introduz o PHP, definindo-o como uma linguagem de programação usada principalmente para desenvolvimento web. Explica que permite interação com usuários, avaliação de dados de formulários e conversa com bancos de dados. Também cobre a instalação do WampServer ou XamppServer para criar um servidor local e escrever o primeiro código PHP usando tags <?php ?> e a função echo.
Viewers also liked (20)
Using technology to drive real world results, Digiday Agency Summit, March 2017
Using technology to drive real world results, Digiday Agency Summit, March 2017
Introdução ao php - Condicionais e Laços de repetição
Introdução ao php - Condicionais e Laços de repetição
«Самая главная в жизни профессия – быть Человеком»
«Самая главная в жизни профессия – быть Человеком»
Strata+hadoop data kitchen-seven-steps-to-high-velocity-data-analytics-with d...
Strata+hadoop data kitchen-seven-steps-to-high-velocity-data-analytics-with d...
Introdução ao php - O que é e suas características
Introdução ao php - O que é e suas características
Similar to Reception theory
Audience theory
There are three main theories of audience:
1. The Effects Model sees audiences as passive recipients of media messages that directly influence them.
2. Uses and Gratifications Model views audiences as active, using media to fulfill needs like diversion, identity, and catharsis.
3. Reception Theory proposes audiences can decode meanings differently - agreeing with, negotiating, or opposing the producer's intent.
Audience theory
The document discusses audience theory, which includes studying how audiences are constructed, how they view and interpret media texts, their motivations for consuming media, and the effects media has on audiences. It examines factors like demographics that media producers consider when targeting audiences. Theories discussed include uses and gratification theory, Stuart Hall's encoding/decoding model of communication, and David Morley's study of how audiences can have dominant, negotiated, or oppositional readings of media texts based on their own experiences.
Rhetorical communication
The document discusses rhetorical communication and Aristotle's theories of rhetoric. It defines rhetorical communication as communication where the speaker considers the intended message and how to stimulate the audience in a way to achieve a desired result. It explains Aristotle's three appeals of logos, ethos, and pathos and how they relate to logical, emotional and credibility-based persuasion. Examples of rhetorical communication include motivational speaking and advertisements. The document also outlines the encoding, transmission and decoding processes involved in rhetorical communication and factors that can determine the success or failure of the communication.
Rhetorical communication
The document discusses rhetorical communication and Aristotle's theories of rhetoric. It defines rhetorical communication as communication where the speaker considers the intended message and how to stimulate the audience in a way to achieve a desired result. It notes that motivational and public speakers often use rhetorical techniques. The document also outlines Aristotle's three appeals of logos, ethos, and pathos, and how each contributes to successful communication. It provides a model of the rhetorical communication process involving encoding by the speaker, transmission of the message, and decoding by the receiver.
Rhetorical communication
The document discusses rhetorical communication and Aristotle's theories of rhetoric. It defines rhetorical communication as communication where the speaker considers the intended message and how to stimulate the audience in a way to achieve a desired result. It notes that motivational and public speakers often use rhetorical techniques. The document also outlines Aristotle's three appeals of logos, ethos, and pathos, and how each contributes to successful communication. It provides a model of the rhetorical communication process involving encoding by the speaker, transmission of the message, and decoding by the receiver.
Rhetorical communication
The document discusses rhetorical communication and Aristotle's theories of rhetoric. It defines rhetorical communication as communication where the speaker considers the intended message and how to stimulate the audience in a way to achieve a desired result. It notes that motivational and public speakers often use rhetorical techniques. The document also outlines Aristotle's three appeals of logos, ethos, and pathos and how they relate to logical, emotional and credibility-based persuasion. It provides an overview of the encoding, transmission and decoding processes involved in rhetorical communication.
Rhetorical communication
The document discusses rhetorical communication and Aristotle's theories of rhetoric. It defines rhetorical communication as communication where the speaker considers the intended message and how to stimulate the audience in a way to achieve a desired result. It notes that motivational and public speakers often use rhetorical techniques. The document also outlines Aristotle's three appeals of logos, ethos, and pathos, and how each contributes to successful communication. It provides a model of the rhetorical communication process involving encoding by the speaker, transmission of the message, and decoding by the receiver.
Audience theory
This document discusses three theories of audience: the effects model, uses and gratifications model, and reception theory. The effects model argues media has a direct influence on passive audiences. The uses and gratifications model argues audiences actively use media to fulfill needs. Reception theory examines how producers encode meaning differently than audiences decode it.
Politeness (Pragmatics)
This document discusses theories of politeness from a socio-pragmatic perspective. It outlines Brown and Levinson's influential theory of politeness from 1978, which proposes that politeness arises from people's desire to protect each other's "face" or public self-image. Brown and Levinson identify two types of face - positive face, which is the desire to be approved of, and negative face, which is the desire to not be imposed on. They suggest politeness strategies like indirect speech acts that mitigate potential threats to another's face. The document also reviews other approaches to politeness including social norm, conversational contact, and maxims approaches.
Audience Theory
The document discusses several theories about how audiences interact with and make meaning from media texts:
- The uses and gratifications model sees audiences as active in choosing media to fulfill personal needs like relationships, identity, and information.
- Reception theory argues audiences actively interpret media based on their own experiences and backgrounds, adopting dominant, oppositional, or negotiated readings.
- More recent theories recognize interactive audiences who both consume and produce media as prosumers through social media platforms.
Audience revision
This document provides an overview of how to approach audience questions for an exam. It outlines key areas to address, including identifying and describing audiences, how texts construct and position audiences, and techniques used to appeal to audiences. Examples of potential exam questions are given for each area. The document emphasizes using case studies and media language concepts to illustrate points, and considering how different audiences may respond differently to the same text. Revision tips include learning theories, practicing applying them to case studies, and practicing past exam questions within time limits.
Reception theory - Stuart Hall
Stuart Hall developed reception theory to explain how media texts are encoded by producers with intended messages but are subject to different interpretations by audiences. Audiences may have a dominant, negotiated, or oppositional reading: a dominant reading accepts the producer's message; a negotiated reading accepts and questions the message; an oppositional reading rejects the intended message and develops their own. Reception theory emphasizes that meanings are made through the interaction between texts and readers rather than being fixed.
Audience
The document discusses reception theory in analyzing how audiences interpret media texts. It describes three codes of interpretation - dominant, negotiated, and oppositional - and how social positioning can influence a reader's perspective. Reception theory focuses on the active role of audiences and possibility of opposing or negotiating meanings, rather than passive acceptance. The document also discusses effects theory, which suggests media can directly influence audiences, and uses and gratifications theory, which positions audiences as active in using media to meet their own needs.
Audience Theory
A2 Media Studies Audience Theory Research.
Disclaimer: Information collated from the work of KippMajors.
Untitled (2)
Reception theory examines how audiences receive and interpret media texts. It proposes that media producers encode messages in texts but audiences can decode them in different ways - either correctly understanding the intended message, rejecting it, or misunderstanding it. Stuart Hall identified three types of audience decoding: dominant, where the message is understood as intended; negotiated, where the audience refines the message based on their own views; and oppositional, where the audience understands but rejects the dominant message.
Audience Theory
The document discusses several theories about how audiences interact with and are influenced by media texts:
1. The Media Effects Model views audiences as passive and easily influenced by media messages. It suggests media has direct negative effects on audiences.
2. Uses and Gratifications Theory sees audiences as active and using media to fulfill personal needs like entertainment, social interaction, and identity formation. It posits audiences selectively consume media.
3. Cultivation Theory argues that over time, heavy media consumption shapes audiences' views of social reality to reflect what they see in media more than objective conditions.
Social Psy UG Attitudes.pptx
Social Psychology is an upfront area and can be of great help to industrialists, researchers and students.
Audience theories (1)
Audience theories provide frameworks for understanding how target audiences will respond to media texts. These include the hypodermic needle effect theory which posits that audiences passively accept media messages, and two-step flow theory which argues that media messages spread from media to opinion leaders and then to others. Uses and gratifications theory suggests that audiences actively seek out specific media to fulfill needs like diversion, relationships, identity, and surveillance. Reception theory examines how audiences can have preferred, oppositional, negotiated, or aberrant readings of media texts. Cultivation theory looks at the long-term effects of media on beliefs.
Reception theory
This document provides an overview of reception theory, which emphasizes how audiences receive and interpret media texts. It explains that producers encode texts with intended meanings or messages, but audiences can decode them in different ways - either correctly understanding the message, rejecting it, or misunderstanding it. The document outlines Stuart Hall's three types of audience decoding: dominant/preferred, where the audience agrees with the producer's message; negotiated, where the audience selectively accepts or refines the message; and oppositional, where the audience recognizes but rejects the dominant meaning. Examples are given of each type of decoding for a hypothetical media production on cyberbullying.
Strategies in various speech situations unit 2
This document discusses different types of speech contexts and styles. It identifies five main types of speech contexts: intrapersonal communication which occurs within one's own thoughts, interpersonal communication between two people (dyadic) or small groups of 3-12 people, public speaking to larger audiences, and mass communication through various media. The context affects the appropriate speech style, which can be intimate between close relations, casual among friends, consultative in professional settings, formal in one-directional settings, or frozen unchanged in ceremonies. The document provides examples to illustrate each context and style.
Similar to Reception theory (20)
Recently uploaded
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaRPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdWalmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Reception theory
- 2. What Is Reception Theory? • Reception theory is based on the idea that no text has one single meaning rather the meaning is produced as a result of interaction between the audience and the text. • Interpreting texts depends on factors such as upbringing, age, frame of reference, location, company, the mood we are in etc or a combination of these and other factors.
- 3. Three Main Types Of Meaning • Dominant (hegemonic) reading; the reader shares the programme’s code and accepts the preferred reading. • Negotiated reading; the reader partly shares the programme’s code but modifies it in a way which reflects their position and interests. • Oppositional (counter-hegemonic) reading; the reader does not share the programme’s code and rejects the preferred reading, bringing to bear an alternative frame of interpretation.
- 4. Who Was The Theorist? • David Morley was the theorist for the reception theory. • In 1980 David Morley undertook a study based on different peoples reception of the television programme Nationwide. From this study Morley came up with the three main types of reading and generalised this.
- 5. How We Will Use The Theory In Our Main Task • We will use this theory in both our main task and ancillary task by wanting the target audience to be the dominant type of reading. • This means that because our main themes are feminism, we will want the target audience to perceive feminism and will accept the preferred reading.