TEXT TALK: TOWARDS an Inperactfve Classrûûm MODEL for Encotjragm, Supportïng and PR-- LI
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TEXT TALK: TOWARDS AN INPERACTfVE CLASSRûûM MODEL FOR ENCOtJRAGm, SUPPORTïNG AND PR-- LI- A thesis submitted in confoxmity with the requir~mnnts for the degree of Doctor of Education Department of Curriculum, Teaching anâ Learning Ontario Iastitute for Studies in Education of the University of Toronto O Copyright by ïar~~Swartz, 2000 National Library Bibliothéque nationale 1*1 of Canada du Canada Acquisitions and Acquisitions et Bibliogmphic Sewices services bibliographiques 395 Wellington Street 395. rue Wellwrgtm OMwa ON K1A ON4 OItawaON KlAW canada canada The author has granted a non- L'auteur a accordé une licence non exclusive Licence allowing the exclusive permettant a la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microfom, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantid extracts fiom it Ni la thèse ni des extraits substantiels may be pruited or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Text Talk: Towards an Interactive Classrooaa Model for Encouraging, Supporthg and Promoting Literacy Doctor of Education (2000) Department of Curriculum, Teaching and Learning University of Toronto Abstract This thesis is the story of my journey as a teacher- researcher in a grade five classroom. In it, 1 discuss sorne assumptions 1 held about written and oral responses to literature and describe the "critical incidents" that caused my assumptions to be challenged and my plans to be revised. This research describes my professional growth as 1 worked towards developing an interactive classroom mode1 for encouraging, supporting and pwomoting literacy. Response theorist Louise Rosenblatt regards reading as a transactional process, a kind of conversation between reader and writer, who together shape the ideas captured by the words on the page, As a teacher of reading, 1 became concerned about ways of irnproving the individual child's capacity to evoke meaning £rom the text. As one who believes in the power of persona1 response, the question arose: How could 1 foster the kind of fruitful transactions that Rosenblatt encourages? When 1 began my investigation, 1 assumed that reading j ournals were the bes t accountable way of revealing children's responses to literatuxe. 1 had assurned that the students would corne to write about their reactions, opinions, and connections to the books they were reading. However, this did not seem to happen in any significant way. The notion that dialogue would deepen their reflections was not validated for me- 1 introduced three different responses activities that further challenged the action research. My observations and reflections led me to abandon journals and to revise my investigation. In the second phase of my Action Research 1 revised rny plans, modifieà methodology and collected dhta to help me examine response through small group discussions. 1 introduced four talk sessions about four poems which helped me to better understand the significance of talk as a medium for response. Through the action research process and writing about research, 1 have corne to the present point in my journey with text talk. This thesis has prompted me to change my practice as a reading teacher to create opportunities for interactions - interactions between the reader and the text, between reader and reader and between the reader and the teacher- 1 am grateful to my colleagues, family and friends who had faith in me and gave me support in the completion of this work. Special acknowledgements to Dr. Julia Balaisis, Dr. Brian Crawford, Dr. Sandra Katz, Fimey Cherian and Cathy Marks Krpan who shared in the process with me. Thank you André Tremblay who helped me cross the last bridge. 1 am indebted to the children 1 work with who axe always teaching me about the impact of reading and the joy of learning. Thanks goes especially to Liza Taylor and the members of The Poetry Club. 1 thank Gordon Wells and, in memory, Richard Courtney who challenged me, informed me and trusted me. A special tribute goes to my mother Mary, who always gives me love and rny father Sol, in memory, who would have been very proud. For David Booth, mentor and friend, 1 extend deep gratitude for encouraging, supporting and promoting my leaming. Fiuuxe 1: Zafer Baren Fraser, Antonia (Ed.), (1992). The Pleasure of Readinq. Table of Contents Abstract ........................................................ ii Achowledgements ................................................ iv Foreword ......................................................... v Preface ....................................................... viii Chapter 1 ........................................................ 1 Questioning My Classroan Practice ................................ 1 The Context for My Investigation ............................... 1 The Need for Classroom-Based Research .......................... 4 Three Features of Action Research .............................. 6 A Mode1 for Action Research in the Classroom .................. 12 Identifying Issues of Concern ................................. 14 Chapter II ......................................................16 Towards an Understanding of Interactive Literacy ................ 16 Response: Interaction Between the Reader and the Text ......... 16 A Transactional View of Reading ............................. 16 Louise Rosenblatt ........................................... 21 The Reader, The Text, The Poem .............................. 22 The Response Journal as a Medium for Interaction .............. 24 A Personal Investigation of Response Journals ................. 27 The Interaction between the Teacher and the Reader ............ 30 Chapter III ..................................................... 33 Designing the Action Research Project ........................... 33 Planning the Project .......................................... 33 Observations .................................................. 36 Responding to Books Read Independently ...................... 36 Responding to Books Read Aloud .............................. 42 Responding in Role: Fictional Journal Entries ............... 46 Lesson #1: A Novel Read Aloud ............................... 47 Lesson #2: Individualized Reading ........................... 49 Reflecting upon the Project in Action ....................... 52 Chapter TV ...................................................... 59 Challenging the Project in Action ............................... 59 Critical Incidents ............................................ 59 Directed Response Activity: Frorn Talk to Writing ............ 60 Directed Response Activity: From Writing to Talk ............ 70 Undirected Response Activity: Small Group Discussion ........ 77 Questioning the Potential of Interaction Through Journals ..... 84 Revising the Project in Action ................................ 86 Chapter V ....................................................... 90 Re-Designing the ~ctionResearch Project ........................ 90 Small Group Discussion as a Context for Interaction ........... 90 Talk as a Medium for Leaming ............................... 90 Group Talk .................................................. 92 The Potential of Small Group Discussions About Texts ........ 94 A Sociocultural Perspective of Literacy Learning ............ 97 Planning the Project .......................................... 99 Promoting Response Through Small Group Discussion ............ 103 Directed Discussion with the Teacher ....................... 103 Open Discussion Without the Teacher ........................ 113 Open Discussion with the Teacher ........................... 124 Directed Discussion Without the Teacher .................... 135 Reflecting on the Project in Action .......................... 140 Chapter VZ ..................................................... 146 Towards an Interactive Literacy Pr-am. ....................... 146 The Value of Teaching Literature ............................. 146 The Value of Response ........................................ 151 Considering a Balanced Reading Progrm ....................... 153 Building a Community of Readers .............................. 159 The Significarit Responses to a Story ......................... 161 Ten Ways to Promote Oral Narrative ........................... 167 A Letter £rom Liza Taylor .................................... 172 References ..................................................... 175 Children8s Literatuxe Cited .................................... 184 Appendices ..................................................... 187 Appendix A: Transcript; A Response to The Winter Room Appendix B: Questions 1 Have About Using Reading Journals ~ppendixC: Response to Literature: A Development Model. Jack Thompson "There Was Once a Whole World in the ScarecrowW. Aidan Chambers Appendix E: The Poetry Club: Favorite Poem Choices frorn AnthoIogies Appendix F: The Reader's Bill of Rights. Daniel Pennac Appendix G: From The Readina Environment. Aidan Chambers ~ppendixH: Factors Influencing Novel Choice by Students. Aged 9 to 12 Appendix 1: A Letter £rom Liza Taylor: "Learning