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Theory Into Practice Volume 38, 1999 - Issue 3: Expanding the Worlds of Children's Literature
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Original Articles

Children's response to literature: Author, text, reader, context

Lawrence R. Sipe Assistant professor of education, University of Pennsylvania
Pages 120-129 | Published online: 05 Nov 2009

Citations (32)

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Jon M. Wargo, Melita Morales & Alex Corbitt. (2022) Fabricating response: Preservice elementary teachers remediating response to The Circuit through 3D printing and design. Curriculum Inquiry 52:5, pages 544-570.
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Sue Wilson. (2021) “Yeah, yeah, keep going!”: What is revealed about students’ reading competence, identity and agency when critical sociocultural analysis is used to understand classroom picturebook conversations. English in Education 55:1, pages 20-36.
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Ben Screech. (2019) Finally, time to listen? ‘Unsilencing’ the child in children’s literature research. PRACTICE 1:2, pages 106-111.
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Elizabeth L. Jaeger. (2019) The achievement ideology of Reading Wonders: a critical content analysis of success and failure in a core reading programme. Journal of Curriculum Studies 51:1, pages 121-140.
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Brian Street. (2013) Literacy in Theory and Practice: Challenges and Debates Over 50 Years. Theory Into Practice 52:sup1, pages 52-62.
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Judith A. Chafel & Carin Neitzel. (2012) “I Would Like to See How They Got Poor and See What It's Like to Be Poor”: An Analysis of Young Children's Responses to a Critical Literacy Text About Poverty. Journal of Poverty 16:2, pages 147-170.
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WendyM. Smith-D’Arezzo & Margaret Musgrove. (2011) Two Professors Critique the Representations of Africans and African Americans in Picture Books. Equity & Excellence in Education 44:2, pages 188-202.
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Rebecca Rogers & June Christian. (2007) ‘What could I say?’ A critical discourse analysis of the construction of race in children’s literature. Race Ethnicity and Education 10:1, pages 21-46.
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Teresa Strong-Wilson. (2006) Re-visioning one's Narratives: Exploring the relationship between researcher self-study and teacher research. Studying Teacher Education 2:1, pages 59-76.
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Articles from other publishers (23)

Frank Serafini & Stephanie F Reid. (2022) Analyzing picturebooks: semiotic, literary, and artistic frameworks. Visual Communication 23:2, pages 330-350.
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Chrysogonus Siddha Malilang & Robert Walldén. (2022) Revamping Mrs. Piggle-Wiggle in Classroom Practice: Negotiating Stereotypes, Literary Language, and Outdated Values. Children's Literature in Education 55:1, pages 122-139.
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Ming-Fang Hsieh. (2023) ‘This is My Favorite Book’: Exploring Children’s Perspectives on Books and Reading. Early Childhood Education Journal.
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Nick Batho. (2023) Art and Storytelling on the Streets: The Council on Interracial Books for Children’s Use of African American Children’s Literature. Humanities 12:4, pages 69.
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Margaret Vaughn, Dixie Massey, Adrienne Vitullo, Jihee Im, Emperatriz Rivas, Deleon Gause, Ignacia M. Lopez & Fatemah I. Alshubaith. (2023) Narratives of Care: Portrayals of Care in Pura Belpré Awarded Texts for Young Readers. Early Childhood Education Journal.
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Helen King. (2022) ‘Children My Age Should Be Reading Books Like Journey to Jo’burg ’: Patterns of Anti-Racist Reading in Archived Reader Responses . International Research in Children's Literature 15:3, pages 264-278.
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Barış ESMER & Mustafa ULUSOY. (2021) Postmodern Metinlerden Okuduğunu Anlama Doğrudan ve Dolaylı İlişkiler ModeliThe Direct and Indirect Relations Model of Reading Comprehension on Postmodern Text. Ana Dili Eğitimi Dergisi 9:4, pages 1242-1263.
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Jennifer M. Graff & Courtney Shimek. (2020) Revisiting Reader Response: Contemporary Nonfiction Children’s Literature as Remixes. Language Arts 97:4, pages 223-234.
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Mustafa Ulusoy. (2019) Pre-service Teachers as Authors and Elementary School Students as Readers of Self-Published Picturebooks: A Formative Experiment. Early Childhood Education Journal 47:6, pages 751-767.
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Candice Satchwell. 2019. Professional Education with Fiction Media. Professional Education with Fiction Media 49 69 .
Ebony Elizabeth Thomas & Amy Stornaiuolo. (2016) Restorying the Self: Bending Toward Textual Justice. Harvard Educational Review 86:3, pages 313-338.
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Yeojoo Lim. (2016) A Study of Readers' Responses on Children's Books about Multiculturalism: Focusing on the Children of Families with Immigration Background. Journal of the Korean BIBLIA Society for library and Information Science 27:1, pages 237-261.
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Erik Mostert. (2014) Children’s books as a historical source: flooding in 20th century dutch children’s books. Water History 7:3, pages 357-370.
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Taeeun Kim. (2013) Understanding Children’s Responses to Literature. Studies in Foreign Language Education 27:1, pages 21-40.
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정근수. (2012) The development of a method for analyzing the levels of responses to literature by 5 year old children. Korean Journal of Early Childhood Education 32:6, pages 167-190.
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Minda Morren López. (2011) Children's language ideologies in a first-grade dual-language class. Journal of Early Childhood Literacy 12:2, pages 176-201.
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Wanda Brooks & Susan Browne. (2012) Towards a Culturally Situated Reader Response Theory. Children's Literature in Education 43:1, pages 74-85.
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심향분 & 성소영. (2011) Exploring the peer interactions in the context of picturebook reading: focusing on small group activities. Korean Journal of Early Childhood Education 31:1, pages 325-350.
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Joelle Sano. (2009) Farmhands and Factory Workers, Honesty and Humility: The Portrayal of Social Class and Morals in English Language Learner Children's Books. Teachers College Record: The Voice of Scholarship in Education 111:11, pages 2560-2588.
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James Damico & Laura Apol. (2007) Using Testimonial Response to Frame the Challenges and Possibilities of Risky Historical Texts. Children's Literature in Education 39:2, pages 141-158.
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Kara Reuter. (2007) Assessing aesthetic relevance: Children's book selection in a digital library. Journal of the American Society for Information Science and Technology 58:12, pages 1745-1763.
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Laura Apol, Aki Sakuma, Tracy M. Reynolds & Sheri K. Rop. (2016) “When Can We Make Paper Cranes?”: Examining Pre-Service Teachers' Resistance to Critical Readings of Historical Fiction. Journal of Literacy Research 34:4, pages 429-464.
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Lee Galda & Richard Beach. (2011) Response to Literature as a Cultural Activity. Reading Research Quarterly 36:1, pages 64-73.
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