Mapping the possibilities of reading: how readers make texts mean

Research output: Contribution to conferencePaper

Abstract

How do readers make texts mean? What resources do they bring to new and challenging texts in an attempt to understand them? Based on data gathered through an ethnographic study of children in primary classrooms, and of teachers studying reading at Masters level, this paper presents a series of maps or models that attempt to show the pushes and pulls of thinking that the children and adults use in order to make meaning from text. The paper argues that when these maps are contrasted, implications for the way reading is taught in schools become apparent.

Conference

ConferenceBritish Psychological Society, Psychology of Education Section Annual Conference
CityGlasgow, UK
Period5/11/047/11/04

Fingerprint

classroom
teacher
resources
school

Keywords

  • primary education
  • learning
  • reading
  • education

Cite this

Smith, V. (2004). Mapping the possibilities of reading: how readers make texts mean. Paper presented at British Psychological Society, Psychology of Education Section Annual Conference, Glasgow, UK, .
Smith, V. / Mapping the possibilities of reading: how readers make texts mean. Paper presented at British Psychological Society, Psychology of Education Section Annual Conference, Glasgow, UK, .
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author = "V. Smith",
note = "AHR; British Psychological Society, Psychology of Education Section Annual Conference ; Conference date: 05-11-2004 Through 07-11-2004",
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Smith, V 2004, 'Mapping the possibilities of reading: how readers make texts mean' Paper presented at British Psychological Society, Psychology of Education Section Annual Conference, Glasgow, UK, 5/11/04 - 7/11/04, .

Mapping the possibilities of reading: how readers make texts mean. / Smith, V.

2004. Paper presented at British Psychological Society, Psychology of Education Section Annual Conference, Glasgow, UK, .

Research output: Contribution to conferencePaper

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Smith V. Mapping the possibilities of reading: how readers make texts mean. 2004. Paper presented at British Psychological Society, Psychology of Education Section Annual Conference, Glasgow, UK, .