Who the boss?” dynamic tensions in oral storybook reading
Bibliographic Data
| ID | 12214632 |
|---|---|
| Authors | Susan Taylor Cox (corresponding author) |
| Year | 1990 |
| Volume | 3 |
| Issue | 3 |
| Pages | 231-252 |
| Publication date | 1990-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0951839900030303 |
| OpenAlex | W2045334211 |
| Language | EN |
| References cited | 12 |
Relations among literary discourse constructed during oral storybook reading, current theories of reader response to literature, and research in classroom storybook reading are explored in this paper. Pursuing a Bakhtinian analysis of five readings of one picture storybook, the meaning‐making strategies used by kindergarten students and their teacher to appropriate literary discourse and, thereby, to define the situation in these storybook events is discussed. The paper is framed by a symbolic interactionist approach to the social negatiation of meaning, especially as meaning is negotiated in context through language
Boss · Context (archaeology · Linguistics · Meaning (existential · Pedagogy · Reading (process · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology
The sociology of teaching.
Is There a Text in This Class? The Authority of Interpretive Communities
Symbolic Interactionism
Reader, the Text, the Poem
The Research Act
Young Children's Responses to One-to-One Story Readings in School Settings
Children's Emergent Reading of Favorite Storybooks
Membership Roles in Field Research
Change
A Simplest Systematics for the Organization of Turn-Taking for Conversation
Who's got the floor
| Highly cited | No |
|---|