| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 100 === This study aims to explore how Taiwanese second grade children understand and respond to non-traditional versions of fairytales, including postmodern fairytales, during interactive read-alouds. Using Lawrence Sipe's series studies on young readers’ response to a set of picture books based on the same fairytale as research model (Sipe, 2001; Sipe &; Brightman, 2005; Sipe &; Brightman, 2006; Sipe, 2008b), this study used four picture book versions of "The Three Little Pigs" as read-aloud materials, rendering from two easier versions, which were adapted from the traditional story, to more complex postmodern versions. It was hypothesized that both the arrangment of texts and the teacher/researcher’s scaffolding roles during interactive read-alouds could contribute to young children’s understanding of the postmodern books. The data analysis focused on young children’s intertextual responses as well as how they accommodated the new versions into their fairytale schema. The results were also compared to Sipe’s findings. The Results are as follows:
1. Teacher’s roles: Similar to Sipe &; Brightman’s (2005) finding, the teacher/researcher provided various scaffolding roles and raised different types of questions during read-alouds. When facing complex texts, the teacher was more open-minded in her roles, in order to increase the depth of the conversation.
2. Intertextual response and schema accommodation: Young children’s schema of the traditional fairytale provided the bases to understand the new versions through intertextuality, but the children mainly relied on "analytical” response to understand the books.
3. Interpretations of postmodern fairytale: Young children’s intertextual response began from peritext and this provided the bases for understanding the postmodern text. The children’s understanding of the postmodern book were gradual and was similar to Sipe’s (2008b) findings.
Based on the results, the teacher/researcher discussed the implications and provided recommendations for elementary teachers and future researchers.
|
|---|
