An exploratory study of emergent storybook reading: a Rosenblattian perspective

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1995
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Abstract
The objective of this research project was to investigate, in light of Rosenblatt's (1978) transactional theory, the nature of emergent reader's (children who cannot yet read conventionally) lived through experiences with text during emergent storybook reading events. The context for this research was a day care centre. Seventeen participants were involved in this study; two teachers and fifteen children. Research techniques borrowed from ethnography were utilised for collecting and analysing data. The study found that emergent storybook reading events offered children numerous opportunities for literary exploration. The child participants exhibited a variety of response­like behaviour. Some of these responses could be characterised as involving the children in aesthetic transactions with text (Rosenblatt, 1978). Teachers were found to be instrumental in encouraging children's active participation in storybook reading events. This study recommends that further research is required to develop a comprehensive understanding of emergent readers' aesthetic engagement with text
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Bibliography: p. 162-172.
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Citation
Broad, K. G. (1995). An exploratory study of emergent storybook reading: a Rosenblattian perspective (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/17143
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