Date of Award
Education, Language and Literature.
CC BY-NC-ND 4.0
This study examined the relationship between literature instruction and students' written responses to literature. One hundred and ninety-nine students from ten grade six classrooms were asked to write fire written responses to a short piece of realistic fiction. Their teachers completed the Literature instruction Profile and were assigned a score placing them In either a "high score" or "low score" category. Student responses were then analysed for stance and level of understanding. Crosstabs testing indicated that significant relationships existed between student stance, level of understanding and teachers' instructional styles. The aesthetic stance focusing on the reader's personal experience with the text was associated with higher levels of understanding. Moreover, a more aesthetic instructional style was linked with aesthetic response stance and higher levels of understanding for students. While student response stance and understanding were not found to be associated with gender or the use of artistic expression, longer student responses were shown to be related to aesthetic response stance and higher levels of understanding. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2000 .S83. Source: Masters Abstracts International, Volume: 39-02, page: 0334. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2000.
Stearns, Katherine., "Analysis of stance and understanding in sixth graders' written responses to literature in different instructional settings." (2000). Electronic Theses and Dissertations. 1175.