Transactional – Transactional – Reader Response Reader Response

TheoryTheoryBy Alison Rivara and Heidi ColbreseBy Alison Rivara and Heidi Colbrese

Overview of PresentationOverview of Presentation

Basic DefinitionBasic DefinitionClassroomClassroom ApplicationsApplicationsSchool-Wide ApplicationsSchool-Wide ApplicationsConclusionConclusionReferencesReferences

““All readers have individualized reading experiences All readers have individualized reading experiences because each reader has unique background schemasbecause each reader has unique background schemas””

(p.55 Lenses)(p.55 Lenses)

Louise Rosenblatt formulated the Transactional Louise Rosenblatt formulated the Transactional Reader Response Theory in 1978, although the Reader Response Theory in 1978, although the groundwork was laid much earlier.groundwork was laid much earlier.

According to this theory, there are 2 types of According to this theory, there are 2 types of responses that all readers have to text:responses that all readers have to text:

Efferent responsesEfferent responses which are fact-oriented and which are fact-oriented and may require readers to pull answers from the may require readers to pull answers from the literature, draw conclusions, and generate literature, draw conclusions, and generate opinions.opinions.

Aesthetic responsesAesthetic responses which are more personally which are more personally and emotionally based, and may ask the readers and emotionally based, and may ask the readers to communicate what they felt, how something to communicate what they felt, how something may have looked, what was interesting, etc.may have looked, what was interesting, etc.

Classroom ApplicationClassroom Application The The teacherteacher’’s roles role

according to the according to the Transactional – Transactional – Reader Response Reader Response Theory is to create Theory is to create a path to facilitate a path to facilitate the studentsthe students’’ exploration of the exploration of the curriculum by curriculum by mentoring, mentoring, guiding, and guiding, and adapting lessons.adapting lessons.

Classroom Application Classroom Application Teacher StrategiesTeacher Strategies

Multi-level Instruction Multi-level Instruction – all students can – all students can experience opportunities for success!experience opportunities for success!

Whole/ Part-Whole Technique Whole/ Part-Whole Technique – – presentation of entire lesson, but instruction presentation of entire lesson, but instruction is focused on specific skills within that lesson.is focused on specific skills within that lesson.

Reading-Writing Workshop Reading-Writing Workshop – allows for – allows for individual responses, both efferent and individual responses, both efferent and aesthetic.aesthetic.

ScaffoldingScaffolding – provides a variety of levels of – provides a variety of levels of support for learners to grow from support for learners to grow from individualized stages.individualized stages.

Classroom ApplicationClassroom Application The The studentstudent’’s s

rolerole according to according to the Transactional – the Transactional – Reader Response Reader Response Theory is to be an Theory is to be an active participant active participant in making lessons in making lessons meaningful, and meaningful, and filling in the filling in the missing pieces of missing pieces of text with a variety text with a variety of responses.of responses.

Classroom ApplicationClassroom ApplicationStudent ResponsesStudent Responses

Reading Response LogsReading Response LogsListing of observations and meaningful Listing of observations and meaningful

connections during readingconnections during readingPersonal Journals to accompany Personal Journals to accompany

independent literature choicesindependent literature choicesMultiple Assessments- showing Multiple Assessments- showing

comprehension through a variety of comprehension through a variety of ways, depending on individual abilities ways, depending on individual abilities

Classroom ApplicationSample

Using drama to create mental images, act out parts of a novel, and become the characters allows a student to respond aesthetically to the text.

Active participation by the reader is one of the core factors represented by the Transactional-Reader Response Theory.

School-Wide Applications

RTI Model (Response To Intervention)-Tiered interventions given over extended periods of time, based on student’s individual reading difficulties.

This model basically provides intervention in three tiers or levels. Tier 1: whole class instruction. Tier 2: small group instruction. Tier 3: individualized plans.

Many schools are moving toward this type of intervention model. The fundamentals of this model can be directly linked to the Transactional Reader Response Theory.

Conclusion

Transactional-Reader Response Theory outlines the importance of understanding the natural variability of readers.

Focus on student abilities (and help them grow from there), rather than labeling them for their disabilities.

Every encounter with literature is different for every person. The meaning, background, and responses to the text are all drawn from individual experiences.

References Cowen, J.E. (2005). A balanced approach to beginning

reading instruction. Newark, DE: International Reading Association.

Macy, L. (2004). A novel study through drama. The Reading Teacher, 58(3), 240-248.

McEneaney, J.E., Lose, M.K., Schwartz, R.M. (2006). A transactional perspective on reading difficulties and Response to Intervention. Reading Research Quarterly, 41(1) 117-128.

McIntyre, E., Kyle, D.W., Moore, G.H. (2006). A primary-grade teacher’s guidance toward small-group dialogue. Reading Research Quarterly, 41(1) 36-66.

Westbrook G.W. (1997). The significance of louise rosenblatt on the field of teaching literature. Inquiry, 1(1) 71-77.