Bakhtin as a theory of reading

Includes bibliographical references (p. 20

What is a Christian Teacher to Do with Louise Rosenblatt’s Transactional Theory of Reading?

In this theoretical analysis, the authors explore the question, What is a Christian teacher educator to do with Louise Rosenblatt’s transactional theory of reading? They begin by outlining the primary components of Rosenblatt’s transactional theory, focusing on reading as a transaction and the efferent and aesthetic stances. Next, they discuss who they are as teacher educators and former students, how their faith backgrounds intersect with Rosenblatt’s work, and the approach they took to address areas of tension that they and other Christian educators have experienced with Rosenblatt’s theory. Finally, they conclude by discussing implications of Rosenblatt’s work for reading scripture, identifying both the strengths and limitations of her theory, along with strategies for inviting students to discuss this issue at faith-based institutions

'What are we doing when we read?' - adult literacy learners' perceptions of reading

This article presents the results of a qualitative study into how adult literacy learners perceive reading. Individual interviews and focus groups were used to ask thirty-seven adult literacy learners at a London further education college what reading is. It follows a grounded theory approach to build a model, or narrative, of reading in the form of six interrelating aspects and seven findings for discussion. These findings include insights on metalanguage and phonic decoding, the distinction between how we read and how we learn to read, motivation and learning to read, the place of reading aloud, the manifold relationship between reading and time, reading as a social practice and reading as a distinctly asocial practice. Implications for the learning and teaching of adult emergent reading are presented for each finding

The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension : a self-determination theory perspective

Research indicates the need to further examine the dimensions of reading motivation. A clear theoretical basis is necessary for conceptualizing reading motivation and considering contextual differences therein. The present study develops and validates the SRQ-Reading Motivation, a questionnaire measuring recreational and academic reading motivation based on self-determination theory. The study clarifies the relation among reading motivation, reading self-concept, reading behavior (i.e., engagement and frequency), and reading performance (i.e., comprehension). Participants included 1,260 Flemish fifth-grade students and their 67 teachers. Exploratory and confirmatory factor analyses indicated that both recreational and academic reading motivation comprise 2 factors: autonomous and controlled motivation. This factor structure was found to be invariant across boys and girls. Comparisons of the SRQ-Reading Motivation with subscales of the Motivation for Reading Questionnaire provide evidence for the construct validity of the instrument. Structural equation modeling confirmed that recreational autonomous reading motivation is associated with more positive reading behavior and better performance. In the academic setting, only the equivalent relationship between autonomous reading motivation and leisure-time reading frequency could be corroborated. In this respect, the results confirm the independent contribution of recreational autonomous reading motivation and reading self-concept to reading behavior and performance. No significant indirect relationship between reading motivation and reading comprehension through reading frequency or reading engagement was found. The theoretical and practical significance of the present study is discussed

An Action Research Intervention Towards Overcoming “Theory Resistance” in Photojournalism Students

Account of an action research project designed to understand and overcome 'theory resistance' in undergraduate photojournalism students, based on the Academic Literacies model. A collaboration with students using group reading exercises, drawing and questionnaire data to investigate students' relationships to the reading and writing encountered on their course

Molyneux’s Question in Berkeley’s Theory of Vision

I propose a reading of Berkeley's Essay towards a New Theory of Vision in which Molyneux-type questions are interpreted as thought experiments instead of arguments. First, I present the general argumentative strategy in the NTV, and provide grounds for the traditional reading. Second, I consider some roles of thought experiments, and classify Molyneux-type questions in the NTV as constructive conjectural thought experiments. Third, I argue that (i) there is no distinction between Weak and Strong Heterogeneity theses in the NTV; (ii) that Strong Heterogeneity is the basis of Berkeley's theory; and (iii) that Molyneux-type questions act as illustrations of Strong Heterogeneity

Strategies for promoting autonomous reading motivation: a multiple case study research in primary education

It is important to reveal strategies which foster students’ reading motivation in order to break through the declining trend in reading motivation throughout children’s educational careers. Consequently, the present study advances an underexposed field in reading motivation research by studying and identifying the strategies of teachers excellent in promoting fifth-grade students’ volitional or autonomous reading motivation through multiple case study analysis. Data on these excellent teachers were gathered from multiple sources (interviews with teachers, SEN coordinators, and school leaders; classroom observations; teacher and student questionnaires) and analysed. The results point to the teaching dimensions of autonomy support, structure, and involvement – as indicated by self-determination theory – as well as to reading aloud as critical strategies to promote students’ autonomous reading motivation in the classroom. A school culture supporting students’ and teachers’ interest in reading is also an essential part of reading promotion. The theoretical and practical significance of the study is discussed

Reading with new tools: An evaluation of Personal Digital Assistants as tools for reading course materials

Lightweight, palmtop devices such as personal digital assistants (PDAs) can now be used for reading electronic text, opening up their potential as learning tools. This paper reports a study that evaluated the use of PDAs for reading course materials by students on an Open University master's course. The research is grounded in activity theory, which provides a useful framework for examining how the introduction of a new tool changes an existing activity. Student perceptions of the possibilities and constraints of the PDA, as determined by questionnaires and interviews, reveal the impact the new tool had upon reading. The PDA constrained reading with limitations such as the small screen size, new requirements for navigating through the text and awkward methods for taking notes. These conditions made it difficult for students to skim‐read the text, to move back and forth within the document and to interact with the text as easily as they could with paper. Nevertheless, students welcomed the opportunity to have the course materials on a portable, lightweight device that could be used at any time and in any place. This made it easier to fit the reading activity around the various other activities in which students were involved In addition, the PDA was used in conjunction with existing tools, such as the printed version of the course materials and the desktop computer. Therefore, it was not seen to replace paper but rather to extend and complement it. The findings are discussed using concepts from activity theory to interpret how the new tool modified the reading activity

Chaos and Order in Nature/Creation: A Reading of Genesis l-2:4a in Dialogue with Science and Philosophy

With inspiration from post-modern scientific theories (complexity theory, chaos theory, relativity theory, uncertainty theory, no-singularity/boundary theory), and from philosophical understandings of nature (ecstatic naturalism and Taoism), the author offers an innovative reading of the Genesis creation stories, focusing on the concepts of order and chaos. While criticizing the dichotomous dualism that underpins the human ordering system, she connects these rich meanings and wisdom signified by nature with theological discourse through a discussion of the infinity of God, the abjection of origin, the autonomy of creatures, and nature's complex and fluid manifestations.ye

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process