Sometimes we as teachers and or parents wonder, why doesn’t she want to read this book or why does he prefer reading secret seven series as opposed to one of his literature text. The only explanation that can sufficiently take into consideration the preferences of the students, are the different stages of development and their level of literary appreciation`. Literary appreciation is the ability to gain pleasure and understanding for literature, Donelson and Nielsen (2001). An individual will not gain any pleasure from a text which does not make accommodations for their interests and appeal. Considering the fact that students graduate from various levels based on their age, selecting books for the readers have to be done paying close attention to not only their age but their ability to read and make sense of what they read. These, according to Donelson and Nielsen (2001) are the various stages of development
Level 1: Understanding that Pleasure and Profit Come from Literature (Ages 0-5)
At this stage, the focus relies heavily on oral manifestations. Children take pleasure in listening to and singing nursery rhymes, songs and trying to make sense out of the depictions in the children’s books. Often they prefer being read to and watching their favourite television shows in the company of an adult who sings along and reads to them. The main concept in this stage is that of interaction. It is important that adults and teachers are aware of the need for communication and collaboration as children are introduced to the pleasures of reading and formulate literary meaning through social interaction.
Level 2: Learning to Read (Decode)
(Ages 6-8)
(Ages 6-8)
As children develop and graduate to this level, they learn to make sense and attach meaning to the content that they read. They continue to find pleasure and enjoyment in reading as they are now in a state of unconscious enjoyment. (Margaret Early). In addition to that, the child is now able to make sense of the different codes, symbols and conventions that are used in the literature for the sole purpose of putting ideas together. If however the child fails to understand these elements, they will not gain any pleasure from the book. It is of great importance during this stage that the teacher does not neglect a student who is struggling to understand and attach meaning to the literature.
Level 3: Losing Oneself in a Story
(Ages 9-11)
(Ages 9-11)
At the third level of development, the child is able to loose himself or herself in reading. They are able to imagine and be creative in their reading. Most importantly is the fact that reading is not confined to the classroom or the school. Students become interested in reading material that appeals to them, almost anywhere that they can find it. Additionally, reading becomes an escape for the student and they eventually begin to model their actions based on the characters in the story.
Level 4: Finding Oneself in a Story
(Ages 12-14)
(Ages 12-14)
At this level and the preceding level, students are egocentric. This level marks the beginning of adolescence and the student interest in adolescent literature. They read to escape experiences through the literature of other people. In addition to that, they search for a sense of identity and begin to discriminate in choosing the books that they like. At this stage, the story has to be authentic, plausible, and realistic. Of importance is the fact that they are not satisfied with stereotypes and prefer believable characters with different dimensions. (Rounded characters, real characters). Moreover, they begin to question character moves and are more interested in characters that have a similar experience with them.
Level 5: Venturing Beyond Self (Ages 15-18)
Students at this level begin to look at the bigger picture and examine other emerging ideas. The focus is no longer on learning to read but on responding and talking about what they read, assessing and going beyond the text. Furthermore, they try to make sense of the social structure and ‘explore issues surrounding conformity, social pressures, justice and other human frailties and strength’
The avid reader who has developed skills and attitudes necessary to enjoy literature at all these stages and or levels can certainly embark upon reading for pleasure and efferent reading
From my experiences, I am not convinced that teachers pay attention to these stages, rather, I think focus is placed on getting students to read books that are more education rather than getting them to read for just the pleasure of doing so. Teachers in particular need to pay close attention to the selections and the stages of development that they students are in it is also important that the teacher remembers that the development of literary appreciation begins long before the child can learn to read and continues throughout adulthood therefore, the first experience creates a lasting impression on the individual.
useful links"
http://www.pucpr.edu/facultad/ssantiago/english326/326-Stages%20of%20Literary%20Appreciation%203.pdf
I want another stage that is variety in reading & aesthetic purpose.
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