Peer reviewedERIC Number: EJ365840
Record Type: Journal
Publication Date: 1987
Pages: N/A
Abstractor: N/A
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Exploring a Socio-Cognitive Perspective on the Interpretive Processes of Junior High School Students.
Rogers, Theresa
English Quarterly, v20 n3 p218-30 Fall 1987
Discusses a study exploring the effect of the social context of two contrasting types of discussion--question and answer, and response centered--on students' interpretation of a literary work. Concludes that certain characteristics of the question and answer discussion may have inhibited students' interpretive responses. (JC)
Descriptors: Cognitive Processes, Critical Reading, Critical Thinking, Discussion (Teaching Technique), English Curriculum, Group Instruction, Junior High Schools, Literature Appreciation, Questioning Techniques, Reader Response, Reading Research, Secondary Education, Teaching Methods, Writing (Composition)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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