Reader Response in Elementary Classrooms

ISBN 10: 0805822607 / ISBN 13: 9780805822601

Published by Routledge, 1996

About this Item

The item shows wear from consistent use, but it remains in good condition and works perfectly. All pages and cover are intact including the dust cover, if applicable . Spine may show signs of wear. Pages may include limited notes and highlighting. May NOT include discs, access code or other supplemental materials.

Seller Inventory # BVV.0805822607.G

Bibliographic Details

• Title: Reader Response in Elementary Classrooms
• Publisher: Routledge
• Publication Date: 1996
• Language: English
• ISBN 10: 0805822607
• ISBN 13: 9780805822601
• Binding: Soft cover
• Condition: good

About this title

Synopsis

Reading is a quest. Likened to an adventure -- both metaphoric and real -- the quest is a journey of discovery. The reader's search encompasses the sensations of the experience itself, accompanying emotions, sense and meaning engendered by the experience, and understandings of the self, others, and the world around. Out of curiosity, readers also search for an extensive array of information. The journey can be envisioned and contemplated again and again after the reading act itself is completed. In a meaningful way, the reader's quest and its discoveries are life enduring and life fulfilling.

The purpose of this volume is two-fold:
* to establish and explore the essential features of reader response theory and its rendering of the reading process, and
* to acknowledge a philosophy of teaching and to illustrate teaching strategies to evoke and enhance readers' responses. Understanding the ways in which the reader affects the reading and how the reading happens will illuminate classroom pedagogy.

This text establishes and explores the essential features of reader response theory and its rendering of the reading process. The essays acknowledge a philosophy of teaching and illustrate a spectrum of teaching strategies to evoke and enhance readers' responses, including whole and small-group discussion; story drama; readers' theatre; journal writing; scripts, letters, stories, and other writings; and "body punctuation." A case study format is used to illustrate these strategies in action in real classrooms.

About the Author

Nicholas J. Karolides Nicholas J. Karolides, professor of English, University of Wisconsin-River Falls, frequently consults, about curriculum development and reader-response classroom applications. His experiences include middle-school teaching. His m ajor publications include The Pioneer in the American Novel, Focus on Physical Im pairments and Focus on Fitness (coauthored with daughter Melissa), Reader Response in the Classroom (editor), and Censored books: Critical Viewpoints (coeditor), which in 1995 was named Outstanding Book by the Gustavus Myers Center for the Study of Human Rights in North America. He was honored in 1994 with the University of Wisconsin Regents Excellence in Teaching Award.