Dimensions and Predictors of Literary Response

To test the validity of the Literary Response Questionnaire (lrq, Miall & Kuiken, 1995b) and to assess its relationships with student, home-background, and school-related variables, the lrq was administered to Dutch students in grades 7, 8, and 9. The seven first-order factors of the lrq, as ide...

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Bibliographic Details
Published in:Journal of literacy research 2001-03, Vol.33 (1), p.1-32
Main Authors: van Schooten, Erik, Oostdam, Ron, de Glopper, Kees
Format: Article
Language:English
Subjects:
Education
Evaluation Methods
Family Environment
Foreign Countries
Grade 7
Junior High Schools
Literacy
Literary Criticism
Literary Response
Literature education
Middle school students
Netherlands
Polls & surveys
Predictor Variables
Reading Habits
Sex Differences
Student Evaluation
Validity
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Summary:To test the validity of the Literary Response Questionnaire (lrq, Miall & Kuiken, 1995b) and to assess its relationships with student, home-background, and school-related variables, the lrq was administered to Dutch students in grades 7, 8, and 9. The seven first-order factors of the lrq, as identified by Miall and Kuiken {1995b), were confirmed. One of the two second-order factors was not identified. However, a model with two different second-order factors fitted the data. Trance, the first factor, represents the degree to which a reader is absorbed in a story. Literary Interpretation, the second factor, represents the degree to which a reader likes or dislikes literary criticism and reflection on the meaning of what is read. Grade, gender, type of education, vocabulary size, reading behavior, and cultural level of the home environment were the best predictors of the literary response scores. Results are discussed in relation to response theories and research and to literary education.
ISSN:1086-296X
1554-8430
DOI:10.1080/10862960109548101