Reader response theory provides a framework for using literature in the classroom. Gunning (1996) defined reader response theory as "a view of reading in which the reader plays a central role in constructing the meaning of a text. The meaning is not found in the text or the reader, but is found in the relationship or transaction between the two" (p. 335). This theory can be applied to the use of children's literature as a tool for teaching friendship skills.
Blogging To Help Children Engage In Classic Literature, Inspiring Them To Put Down Their Electronic Gadgets & Pick Up A Book
Wednesday, June 15, 2011
Using Storytime As A Tool To Build Friendship Skills
Using children's literature for teaching friendship skills can be invaluable to students and to teachers. Children's literature is a resource for instruction that also incorporates other academic skills. The skills become meaningful to students through the stories, so that they are able to use the skills outside of classroom activities.
Reader response theory provides a framework for using literature in the classroom. Gunning (1996) defined reader response theory as "a view of reading in which the reader plays a central role in constructing the meaning of a text. The meaning is not found in the text or the reader, but is found in the relationship or transaction between the two" (p. 335). This theory can be applied to the use of children's literature as a tool for teaching friendship skills.
Reader response theory provides a framework for using literature in the classroom. Gunning (1996) defined reader response theory as "a view of reading in which the reader plays a central role in constructing the meaning of a text. The meaning is not found in the text or the reader, but is found in the relationship or transaction between the two" (p. 335). This theory can be applied to the use of children's literature as a tool for teaching friendship skills.
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment