1. Transactional – Reader Response Theory By Alison Rivara and Heidi Colbrese

2. Overview of Presentation Basic Definition Basic Definition ClassroomApplications ClassroomApplications School-Wide Applications School-Wide Applications Conclusion Conclusion References References

3. “All readers have individualized reading experiences because each reader has unique background schemas” (p.55 Lenses) Louise Rosenblatt formulated the Transactional Reader Response Theory in 1978, although the groundwork was laid much earlier. Louise Rosenblatt formulated the Transactional Reader Response Theory in 1978, although the groundwork was laid much earlier. According to this theory, there are 2 types of responses that all readers have to text: According to this theory, there are 2 types of responses that all readers have to text: Efferent responses which are fact-oriented and may require readers to pull answers from the literature, draw conclusions, and generate opinions. Efferent responses which are fact-oriented and may require readers to pull answers from the literature, draw conclusions, and generate opinions. Aesthetic responses which are more personally and emotionally based, and may ask the readers to communicate what they felt, how something may have looked, what was interesting, etc. Aesthetic responses which are more personally and emotionally based, and may ask the readers to communicate what they felt, how something may have looked, what was interesting, etc.

4. Classroom Application The teacher’s role according to the Transactional – Reader Response Theory is to create a path to facilitate the students’ exploration of the curriculum by mentoring, guiding, and adapting lessons. The teacher’s role according to the Transactional – Reader Response Theory is to create a path to facilitate the students’ exploration of the curriculum by mentoring, guiding, and adapting lessons.

5. Classroom Application Teacher Strategies Multi-level Instruction – all students can experience opportunities for success! Multi-level Instruction – all students can experience opportunities for success! Whole/ Part-Whole Technique – presentation of entire lesson, but instruction is focused on specific skills within that lesson. Whole/ Part-Whole Technique – presentation of entire lesson, but instruction is focused on specific skills within that lesson. Reading-Writing Workshop – allows for individual responses, both efferent and aesthetic. Reading-Writing Workshop – allows for individual responses, both efferent and aesthetic. Scaffolding – provides a variety of levels of support for learners to grow from individualized stages. Scaffolding – provides a variety of levels of support for learners to grow from individualized stages.

6. Classroom Application The student’s role according to the Transactional – Reader Response Theory is to be an active participant in making lessons meaningful, and filling in the missing pieces of text with a variety of responses. The student’s role according to the Transactional – Reader Response Theory is to be an active participant in making lessons meaningful, and filling in the missing pieces of text with a variety of responses.

7. Classroom Application Student Responses Reading Response Logs Reading Response Logs Listing of observations and meaningful connections during reading Listing of observations and meaningful connections during reading Personal Journals to accompany independent literature choices Personal Journals to accompany independent literature choices Multiple Assessments- showing comprehension through a variety of ways, depending on individual abilities Multiple Assessments- showing comprehension through a variety of ways, depending on individual abilities

8. Classroom Application Sample 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.

9. 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.

10. 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.

11. 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.