Becoming a Reader: The Experience of Fiction from Childhood by J. A. Appleyard

By J. A. Appleyard

Turning into a Reader reports the mental improvement of readers of fictional tales around the complete lifespan. the writer argues that despite character and history, readers wade through a standard series of levels as they mature from formative years to maturity which impacts how they adventure and reply to tales. Literary theorists, studying psychologists, and normal readers drawn to the ability of analyzing will locate this to be an insightful publication.

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Additional resources for Becoming a Reader: The Experience of Fiction from Childhood to Adulthood

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Baby bunnies light fires with matches and burn a house down. A boy kills his mother and daddy and brother with a bow and arrow. Another shoots people's eyes out with his cannon. An old lady bear threatens to eat a little bear for lunch, but the little bear turns into a "pretty man" who chops the old bear up into little pieces. Children end one story by putting "189 knives" into the stomach of a witch. " The last sentence of one story says that the boy "lived happily ever after with his mother" (Pitcher and Prelinger 1963, 238).

The simplest form of centering is the "heap" of concrete details whose common feature is simply that they occur together to the storyteller. Thus, one story (Applebee 1978, 53) begins: "A girl and a boy, and a mother and maybe a daddy. And then a piggy. And then a horse. And maybe a cow. " And it goes on for some time this way. , a snake ate a monster, ate some "dog dirty," ate an automobile seat, ate some bushes, ate some stairs, and finally ate himself). ). All these forms of organization figure prominently in stories told by children ages 2 to 3.

In many respects, though, elements of the experience of reading are already familiar to them long before schooling begins. They are already masters of oral language and have used it to play with, to make up fantasy monologues in their cribs, and to retell their experiences to adults. They also know that written and printed language conveys meaning, and they are likely to know the meanings of many particular signs, from the words on cereal boxes to how their own names are spelled. They watch cartoon stories on television.

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