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The young reader's ability to evaluate children's literature: the feasibility of literary criticism in the primary school

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dc.contributor.author Pinsent, Chanda Kathleen
dc.date.accessioned 2011-02-10T23:12:00Z
dc.date.accessioned 2022-10-25T01:57:02Z
dc.date.available 2011-02-10T23:12:00Z
dc.date.available 2022-10-25T01:57:02Z
dc.date.copyright 1995
dc.date.issued 1995
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/22848
dc.description.abstract Research was undertaken to determine the feasibility of literary criticism being an instructional objective in the upper levels of the primary school syllabus. Children of average range reading comprehension achievement in Standard 3 and 4 classes, independently read and evaluated three age-appropriate picture books. The written evaluations were analyzed in order to determine whether there was evidence that the children had made use of the three key cognitive operations identified in the model of literary criticism derived from interactive/integrative theories of literature. These three operations were: 1) the objectification of the text for the purpose of producing a justified evaluation; 2) the taking of perspectives other than the self within those evaluative statements; perspectives such as, other readers, the text, and the author; and 3) the application of evaluative criteria. It was found that children aged 10 to 11 years were able to express justified evaluative decisions which were taken as evidence for the objectification of the reading experience. It was found that while there was evidence that almost all children were able to take the perspective of readers other than the self, only one third took the perspective of the author. The definition and analysis of the textual perspective proved problematic thus, findings relating to it were inconclusive. There was evidence that only half the children of this age could apply any self-selected criteria in their evaluations. The findings of the study suggest that while children of 10 and 11 years show evidence of the ability to engage in literary criticism at some level, they cannot be considered undiscovered critics. The evidence relating to cognitive operations is consistent with the recommendation that the teaching of literary criticism could begin in some form at this age for children of at least average reading comprehension attainment. Implications for language arts educators and directions for further research were discussed. en_NZ
dc.format pdf en_NZ
dc.language en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.title The young reader's ability to evaluate children's literature: the feasibility of literary criticism in the primary school en_NZ
dc.type Text en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ
thesis.degree.discipline Education en_NZ
thesis.degree.grantor Te Herenga Waka—Victoria University of Wellington en_NZ
thesis.degree.level Masters en_NZ
thesis.degree.name Master of Arts en_NZ

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