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dc.contributor.advisorLabercane, George D.
dc.contributor.authorBroad, Kelvin G.
dc.coverage.spatial2000002613en
dc.date.accessioned2005-07-29T22:09:58Z
dc.date.available2005-07-29T22:09:58Z
dc.date.issued1995
dc.identifier.citationBroad, K. G. (1995). An exploratory study of emergent storybook reading: a Rosenblattian perspective (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/17143en_US
dc.identifier.urihttp://hdl.handle.net/1880/29792
dc.descriptionBibliography: p. 162-172.en
dc.description.abstractThe 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
dc.format.extentx, 201 leaves ; 30 cm.en
dc.language.isoeng
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccLB 1042 B69 1995en
dc.subject.lcshStorytelling
dc.subject.lcshReading (Preschool)
dc.subject.lcshChildren - Books and reading
dc.subject.lcshLiteracy
dc.subject.lcshChildren - Language acquisition
dc.titleAn exploratory study of emergent storybook reading: a Rosenblattian perspective
dc.typemaster thesis
dc.publisher.institutionUniversity of Calgaryen
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/17143
thesis.degree.nameMaster of Arts
thesis.degree.nameMA
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorUniversity of Calgary
dc.identifier.lccLB 1042 B69 1995en
dc.publisher.placeCalgaryen
ucalgary.thesis.notesoffsiteen
ucalgary.thesis.uarcreleaseyen
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 964 520538274


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University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.