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Reading Dolly : The Reading Practices Of Adolescent Girls, Suzanne Fleming
Reading Dolly : The Reading Practices Of Adolescent Girls, Suzanne Fleming
Theses : Honours
In recent years the representation and participation of women in the media has received a great deal of attention. So too, has the area of language and gender. Research and discussions around these two fields intersect to provide a context for this research project. Unlike any study located to date, this study provides a theoretical exploration of practices girls employ when reading Dolly, an Australian teen magazine aimed at adolescent females. The project involves 11 year-eight girls from two metropolitan schools and aims to answer questions regarding the reading practices they employ when reading Dolly, the meanings they make with …
An Investigation Of Agency In Children's Own Narrative Writing Before And After Exposure To Counter-Sexist Texts, Jane Nolan
Theses : Honours
This research focuses on the issue of gender in education. It looks at the role counter-sexist texts play in the formation, consolidation and interruption of children's gender ideology. It initially investigates whether or not counter-sexist texts can change agency in children's writing by analysing children's own narrative writing. Then it seeks to shed light on the ways that children respond to these types of texts by using transcripts from discussion sessions.
The sample consisted of 20 students from a Western Australian state primary school. These students were randomly distributed into a control and experimental group. Each week, for a period …
Individual Differences In Word Association And Inference Generation From Brief Discourse, Alison L. Clark
Individual Differences In Word Association And Inference Generation From Brief Discourse, Alison L. Clark
Theses : Honours
When people read a short discourse, both more and less skilled readers make word associations. However, it has also been found that, whereas more skilled readers generate inferences from the text, less skilled readers do not (Long, Oppy, & Seely, 1994). The present study partially replicates and extends the study of Long et al. (1994) by investigating the pattern of word associations and whether less skilled readers may be able to generate inferences if given more time to process the discourse. In particular, the study investigates whether word association are made and inferences are drawn as part of an automatic …