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Redefining genre: Classifying readin...

Gregus, Michelle.

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Redefining genre: Classifying reading orientations.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Redefining genre: Classifying reading orientations./
作者:	Gregus, Michelle.
面頁冊數:	68 p.
附註:	Source: Masters Abstracts International, Volume: 44-03, page: 1521.
Contained By:	Masters Abstracts International44-03.
標題:	Psychology, Cognitive. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR09037
ISBN:	9780494090374

Redefining genre: Classifying reading orientations.
Gregus, Michelle.

Redefining genre: Classifying reading orientations. - 68 p.

Source: Masters Abstracts International, Volume: 44-03, page: 1521.

Thesis (M.A.)--University of Alberta (Canada), 2005.

Conventional views of genre classify fictional texts on the basis of textual features but these approaches risk the dissociation of genre definitions from the reading activities of real readers. The present study considers reading engagement within the combination of experiences surrounding reading in an initial empirical examination of genre understood as types of reading orientation. In the study, 163 participants completed a two-part questionnaire that asked about the memorable aspects of their experience of reading fiction. Cluster analysis revealed six polythetic classes of reading orientation, each with a characteristic profile of reasons for reading. Ludic exploratory and educational exploratory readers were found to be associated with other-oriented and self-oriented forms of reading engagement, respectively. For self-designated literary fiction readers, self-perceptual depth was associated with using fiction to escape, whereas for self-designated popular fiction readers, self-perceptual depth was associated with using fiction to learn about other cultures. The results give indication of how readers understand their orientations within particular reading events, as well as pointing to their association with distinctive reading outcomes, in a novel study of genre.

ISBN: 9780494090374Subjects--Topical Terms:

1017810
Psychology, Cognitive.

Redefining genre: Classifying reading orientations.
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520 $a Conventional views of genre classify fictional texts on the basis of textual features but these approaches risk the dissociation of genre definitions from the reading activities of real readers. The present study considers reading engagement within the combination of experiences surrounding reading in an initial empirical examination of genre understood as types of reading orientation. In the study, 163 participants completed a two-part questionnaire that asked about the memorable aspects of their experience of reading fiction. Cluster analysis revealed six polythetic classes of reading orientation, each with a characteristic profile of reasons for reading. Ludic exploratory and educational exploratory readers were found to be associated with other-oriented and self-oriented forms of reading engagement, respectively. For self-designated literary fiction readers, self-perceptual depth was associated with using fiction to escape, whereas for self-designated popular fiction readers, self-perceptual depth was associated with using fiction to learn about other cultures. The results give indication of how readers understand their orientations within particular reading events, as well as pointing to their association with distinctive reading outcomes, in a novel study of genre.
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