Meaning-making strategies in the literary reading of gifted secondary two students in Singapore
This study sets out to investigate the meaning-making strategies used in literary reading by Gifted Secondary Two Students in Singapore. It hypothesises that there is a relationship between (1) aspects of orientation to literary reading and achievement in Literature as a school subject as measure...
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Format: | Theses and Dissertations |
Language: | English |
Published: |
2008
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Online Access: | http://hdl.handle.net/10356/14122 |
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Institution: | Nanyang Technological University |
Language: | English |
Summary: | This study sets out to investigate the meaning-making strategies used in
literary reading by Gifted Secondary Two Students in Singapore. It hypothesises that
there is a relationship between (1) aspects of orientation to literary reading and
achievement in Literature as a school subject as measured by examination
performance, (2) aspects of orientation to literary reading and the use of meaningmaking
strategies, and (3) the use of meaning-making strategies and achievement. The
study is prompted by the need to develop a more reader-response based pedagogy in
the advent of a new Literature syllabus at the secondary level. The rationale of the
study is based on the assumption that by identifying patterns of effective meaningmaking
strategies in Gifted readers one can achieve a better understanding of the
literary reading processes of student readers and make recommendations regarding
teaching approaches that can benefit students of Literature at the secondary school
level. Subjects were 197 Secondary Two students in the Gifted Education Programme
in Singapore. The Literary Response Questionnaire (Miall and Kuiken 1995), was
administered to all subjects to obtain profiles of students' orientation to literary
reading. The written responses to a poem of a sub-sample of 80 students (40 Highachievers
and 40 Low-achievers) were rated on the Meaning-Making Strategies Scales
(MMSS) developed by this researcher. The ratings of responses on eleven identified
dimensions of meaning-making constituted a working profile of the students' use of
strategies in meaning-making and their level of response in literary reading |
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