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Intertextual Connections in Classroom Reading Experiences. Edition No. 1

VDM Publishing House, October 2008, Pages: 112

Schools across the country are striving to meet the
tenets of the No Child Left Behind Act that holds
states, districts, and schools accountable for
student achievement, and requires children to be
proficient readers by the end of third grade. This
legislation also noted that children who read well in
the early grades are far more successful in later
years, and those who fall behind often stay behind
when it comes to academic achievement. Recognizing
the importance of effectively teaching and
scaffolding developing readers, this study explores
the intertextual connections that second grade
students made during a variety of classroom reading
experiences and the important role of the teacher and
the classroom discourse community in making meaning
from texts. Intertextuality is a construct that
includes how readers make inferences,
generalizations, and interrelate ideas between
various source texts: personal experiences,
literature, and other media sources. The kinds of
connections made by students are described and the
ways these connections were manifested either
spontaneously by the student or prompted through
explicit questioning are considered for classroom
practice.

Joanne McKay.
Joanne McKay, Ph.D. is a graduate of the University of Oklahoma.
She currently teaches literacy courses to preservice and
practicing teachers at California State University, Fresno and
serves as a Director of the San Joaquin Valley Writing Project.
Her research interests address literacy development and critical
pedagogy in teacher education.