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Moving from reader response to critical reading: developing 10–11‐year‐olds' ability as analytical readers of literary texts
Author(s) -
McDonald Lorraine
Publication year - 2004
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/j.0034-0472.2004.03801004.x
Subject(s) - critical reading , reading (process) , critical thinking , psychology , linguistics , literature , pedagogy , art , philosophy
This article presents aspects of a research study into how a group of ten‐ and eleven‐year‐old students (in 5th Grade in Sydney, Australia) were apprenticed to view a literary text from critical reading positions. These ways of reading were an alternative to their more typical reader response interpretations of texts. The article contrasts ‘non‐critical’ and ‘critical’ classroom talk through a close examination of transcript excerpts, and compares these kinds of talk as discrete ways of thinking and speaking. The article argues for a response‐analytical continuum which may support young readers in moving towards critical reading practices.