dc.contributor.advisor |
McNaughton, S |
en |
dc.contributor.advisor |
Clay, M |
en |
dc.contributor.author |
Boocock, Christine |
en |
dc.date.accessioned |
2012-08-08T04:18:55Z |
en |
dc.date.issued |
2012 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/19413 |
en |
dc.description.abstract |
Narrative text has historically been used to teach children to read. Increased advocacy for the use of expository text for reading instruction in junior classrooms has been matched by an increase in the publication of this material. However there is little research evidence about how teachers are using these texts, or how children read them. This study, informed by Marie Clay's theory of Literacy Processing, investigated these two issues. A quasi-experimental study was designed to focus on Guided Reading, the pivotal instructional approach used in New Zealand junior reading programmes. Five experienced teachers were observed while they conducted two Guided Reading lessons at three different text levels using narrative and expository text supplied by the researcher. Interview data was also obtained from the teachers. Following the lessons a total of 46 year one and two children (5- and 6-year-olds) read their texts to the researcher; their oral reading was recorded using Running Records of reading continuous texts and subsequently analysed. Complex interrelationships between teacher practice, children's reading behaviour and text type emerged. The teachers delivered significantly longer lessons to children when using expository text and their practice varied from published guidelines in ways that, arguably, do not promote independent reading. Children found the expository text more challenging to read and more often needed teacher help to proceed with the reading. Comparison of narrative and expository texts read at an instructional level indicated there were higher ratios of self-correction on the narrative text providing more opportunities for the development of self-regulation. This study highlighted issues related to using expository text in the well-established setting of Guided Reading, which is based on a set of accepted teacher practices, designed around narrative text and underpinned by our current descriptions of children reading narrative text. The findings of this study suggest that we adopt a cautious approach to the use of expository text in this context. If arguments for increased use of expository text with beginning readers prevail, changes to the design and delivery of Guided Reading lessons will be needed, perhaps led by developmental accounts of literacy processing on expository text that have yet to be developed. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
PhD Thesis - University of Auckland |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-nd/3.0/nz/ |
en |
dc.title |
Comparing the Effects of Narrative and Expository Texts on Teacher Instruction and Child Processing in Junior Guided Reading |
en |
dc.type |
Thesis |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Doctoral |
en |
thesis.degree.name |
PhD |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.elements-id |
360106 |
en |
pubs.record-created-at-source-date |
2012-08-08 |
en |
dc.identifier.wikidata |
Q112888933 |
|