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The critical reader-responses of Grade 4 children to a novel written by Judy Blume
Author(s)
Smith, Monique
Date Issued
2010
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The purpose of this study is to discover the critical reader-responses of Grade 4
children to a novel written by Judy Blume (1980). The theoretical framework is based
on the socio-cultural theories of learning, as well as Rosenblatt's critical reader response
theory (1986).
I examine the following issues: Cambourne's (2004) principles of engagement,
Feuersteins' Mediated Learning Experience (1991), Vygotsky's Zone of Proximal
Development (1978), Erikson's Industry versus Inferiority (in Boeree, 2006), as well
as Scaffolding (Vygotsky in Olivier 2010, 22-23). The literature review includes the
most recent published literature pertaining to my research. Video interviews, as well
as reflective journalling were used to gather data.
My research answers the following research question: What are the critical reader responses
of Grade 4 children to Superfudge, by Judy Blume? My argument, based
on Rosenblatt's critical reader-response theory (1986) accurately reflected the
manner in which the Grade 4 children rnade meaning of prescribed texts. My data
was analysed qualitatively, using an inductive approach. In my findings five themes
emerged: finding an authentic voice, gaining identity, the entertainment value of the
novel, family dynamics with specific reference to siblings and the relocation of
families.
The discussion examines insights which emerged from my research. These insights
are reviewed in relation to my theoretical frames and relevant literature. In conclusion
the process of critical reader-response theory empowers children to develop critical
thinking skills and habits that underlie effective reading.
children to a novel written by Judy Blume (1980). The theoretical framework is based
on the socio-cultural theories of learning, as well as Rosenblatt's critical reader response
theory (1986).
I examine the following issues: Cambourne's (2004) principles of engagement,
Feuersteins' Mediated Learning Experience (1991), Vygotsky's Zone of Proximal
Development (1978), Erikson's Industry versus Inferiority (in Boeree, 2006), as well
as Scaffolding (Vygotsky in Olivier 2010, 22-23). The literature review includes the
most recent published literature pertaining to my research. Video interviews, as well
as reflective journalling were used to gather data.
My research answers the following research question: What are the critical reader responses
of Grade 4 children to Superfudge, by Judy Blume? My argument, based
on Rosenblatt's critical reader-response theory (1986) accurately reflected the
manner in which the Grade 4 children rnade meaning of prescribed texts. My data
was analysed qualitatively, using an inductive approach. In my findings five themes
emerged: finding an authentic voice, gaining identity, the entertainment value of the
novel, family dynamics with specific reference to siblings and the relocation of
families.
The discussion examines insights which emerged from my research. These insights
are reviewed in relation to my theoretical frames and relevant literature. In conclusion
the process of critical reader-response theory empowers children to develop critical
thinking skills and habits that underlie effective reading.
Additional information
Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010
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