Relevant bibliographies by topics / Young adult readers

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Academic literature on the topic 'Young adult readers'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Young adult readers"

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Crowe, Chris. "Young Adult Literature: Rescuing Reluctant Readers." English Journal 88, no. 5 (May 1999): 113. http://dx.doi.org/10.2307/821799.

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Neira-Piñeiro, María del Rosario. "Children as Implied Readers in Poetry Picturebooks: The Adaptation of Adult Poetry for Young Readers." International Research in Children's Literature 9, no. 1 (July 2016): 1–19. http://dx.doi.org/10.3366/ircl.2016.0179.

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This article analyses Spanish poetry picturebooks for children and young adult readers based on adult poetry. It argues that the main changes that occur in the adaptation process involve the paratexts and literary communication, while the pictures play a prominent role in the creation of the new implied reader. The illustrations transform the original poems in many ways: they can describe, represent the poetic voice, add a story, introduce visual imagery or guide interpretation among other things. Finally, the article examines the pedagogical implications of these picturebooks and argues that they are a good resource for literary education, as they make great literature more attractive and accessible for children and young adults.
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Retnani, Yacine, and Pauline Dod. "Children and Young Adult Readers in Morocco." Publishing Research Quarterly 26, no. 3 (July 27, 2010): 202–9. http://dx.doi.org/10.1007/s12109-010-9168-1.

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Kurvers, Jeanne. "De Analfabetische Blik en de Geletterde Bril." Taal en bewustzijn 68 (January 1, 2002): 9–26. http://dx.doi.org/10.1075/ttwia.68.02kur.

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Until recently, studies about adults' metalinguistic knowledge nearly always dealt with adult readers. Since explanations about the development of children's metalinguistic knowledge are not conclusive about the influence of either (language) development or experience with written language. Adult illiterates form a nice test case for these contrasting hypotheses, since they are both experienced language users and inexperienced in the written code. Therefore, a research project was carried out to compare the metalinguistic knowledge of adult illiterates with another group of non-readers (young children) and with low-educated adult readers. The research project was carried out with 24 young pre-readers, 25 adult (true) illiterates and 23 adult readers with about four years of schooling. All groups were offered different tests of metalinguistic awareness on the phonological, lexical/semantic and discourse-level of language. Analysis of variance and posthoc analyses showed that, on the whole, there were hardly any differences between young children and all adults in the knowledge of linguistic entities (favouring the developmental hypotheses) while there were many significant differences between the no-nreaders on the one hand (both children and adults) and low-educated literates on the other hand. It is concluded that experience with writing systems plays a major role in triggering metalinguistic knowledge.
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Leu, Shwuyi. "Exploring Bicultural Experiences: Responding to a Chinese American Young Adult Novel." Language and Literacy 12, no. 1 (October 16, 2010): 57. http://dx.doi.org/10.20360/g2mw2s.

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Reading and responding to ethnic literature that is reflective of one’s own experiences often has significant value for the younger members of the parallel cultures. This paper reports the results of the responses of young adult and adult Asian and Asian American readers to a Chinese American young adult novel set in the 1920’s. The findings suggest that (1) cultural background played a major role in reader response, (2) cross-cultural reading responses revealed readers’ ethnic identity development, especially when dealing with between-world situations, and (3) Chinese Americans continue to experience racial discrimination today. Implications for educators include the importance of critical literacy and the inclusion of multiethnic literature in the K-12 curriculum.
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Kurvers, Jeanne, Roeland Van Hout, and Ton Vallen. "Print awareness of adult illiterates: a comparison with young pre-readers and low-educated adult readers." Reading and Writing 22, no. 8 (May 30, 2008): 863–87. http://dx.doi.org/10.1007/s11145-008-9129-7.

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Williamson, W. John. "Review of Firmston, Stupid." Canadian Journal of Disability Studies 5, no. 4 (December 27, 2016): 227. http://dx.doi.org/10.15353/cjds.v5i4.321.

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Kim Firmton’s (2014) Stupid is ostensibly a high interest low vocabulary (hi-low) novel marketed primarily to young adult readers, and particularly to young adults who experience reading more linguistically complex texts as difficult.
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김영미. "Teaching Ecological Literacy to Young Adult Readers through Hatchet." Literature and Environment 14, no. 3 (December 2015): 7–30. http://dx.doi.org/10.36063/asle.2015.14.3.001.

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LEWIS, MARK, and LUKE RODESILER. "Special Issue: SPORTS-RELATED YOUNG ADULT LITERATURE." Study and Scrutiny: Research on Young Adult Literature 4, no. 2 (December 29, 2020): i—ix. http://dx.doi.org/10.15763/issn.2376-5275.2020.4.2.i-ix.

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Themed “Sports-Related Young Adult Literature: Society, Culture, and Politics,” this issue of Study and Scrutiny: Research on Young Adult Literature invites readers to explore the confluence of sports culture and sociopolitical issues as depicted in contemporary sports-related YAL
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Jensen, Steven. "Their whole hearts: Formative reading in the young adult classroom." International Journal of Christianity & Education 24, no. 3 (November 28, 2019): 269–83. http://dx.doi.org/10.1177/2056997119891445.

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Students in a college literature class have been formed by conflicting approaches to literary pedagogy. The Common Core Standards deemphasize formative reading in favor of close reading, post-reading analysis of literary elements. A counter-movement, with its own network of publications and workshops, emphasizes formative reading, emotional engagement, and the cultivation of adult reading habits. More grounded in reader-response theory, this approach promotes the emotional engagement and autonomy of student readers, and often makes use of young adult literature. This counter-movement, however, depends upon unspoken pre-conditions that connect it to some ancient regimes of formative reading.
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Dissertations / Theses on the topic "Young adult readers"

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Page, Sue, and n/a. "Australian young adult keen readers:choices they make, and creators' views regarding the young adult market." University of Canberra. Creative Communication, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.143742.

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This thesis is a reader-centred investigation of Australian young adult selfdefined 'keen readers' of novels for pleasure, and considerations regarding audiencels by writers and publishers. It is predicated on the understanding that adult power operates at every level of young adults' lives, including the publishing, promotion and availability of their literature. The complexity of defining 'young adult' and 'Young Adult literature' and therefore publishing and promoting for this nominal audience is recognised as being dependent on the varying adult constructs of the terms and, therefore, is at the basis of decisions made in this adult-oriented industry. Historical and commercial aspects of Australian publishing (nominally) for this group of readers provide a context for this grounded theory-based qualitative study. Analysis of transcripts from focus group discussions with self-defined young adult 'keen readers of novels for pleasure' demonstrates that these participants had a sophisticated understanding of their leisure reading experiences regarding what they liked reading, how they found out about books, what made them choose one book over another, and where they obtained them. The insights gained from these 34 participants informed the analysis of comments by Australian adult 'creators' - writers and publishing staff - regarding audience, commercial pressures, promotional aspects and other factors influencing what is published and made available to young adult keen readers for pleasure. That these 34 participants were active buyers and promoters as well as borrowers of books indicates the need for the industry to recognise their expertise and value as a distinct and influential audience niche - the 'neo-consumers' of the future. The research provides a starting point into analysis of the influence of the group of adults I have termed 'gatekeepers', whose (largely institutional) roles enable them to either connect young adult readers with books and creators, or to separate them.
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Voskuyl, Heather. "Plainsong or polyphony? : Australian award-winning novels of the 1990s for adolescent readers /." Electronic version, 2008. http://epress.lib.uts.edu.au/dspace/handle/2100/923.

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Mayor, Lindsay Lori. "Negotiating Sexualities: Magazine Representations of Sexualities and the Talk of Teen and Young Adult Readers." Thesis, University of Canterbury. School of Culture, Literature and Society, 2006. http://hdl.handle.net/10092/934.

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In response to contemporary moral and feminist criticisms regarding the hypothesised effect magazine discourses of sexuality have on readers, this thesis explores how six groups of adolescents and young adults respond to representations of sexualities from the teen and women's magazines Cosmopolitan, Cleo, Girlfriend and Dolly. Drawing upon theories of poststructural feminism, cultural studies and audience reception this work expands upon existing magazine literature by attending to the ways teen and women's magazines are interpreted and talked about by different groups of adolescents and young adults. This analysis fills a gap in contemporary magazine research, which has generally failed to address how gender and sexuality, as they are portrayed in contemporary periodical publications, are made sense of by readers. Therefore, in focusing on reader talk this thesis is also able to address the ways in which individual and collective identities are constructed interactively in the socially specific context of focus group discussions. Attention is given to looking at the complexities surrounding the relationships that exist between magazine reading, representations of sexuality and adolescents and young adults through an examination of the discourses girls, boys, young women and young men draw upon in their talk on magazine representations of sexualities. I argue that readers of magazines are active producers of meaning who think and talk about magazine representations of sexualities in a variety of complex, contradictory and often ambiguous ways. Research participants employ interpretive repertoires, drawn together from various new, traditional and alternative discourses about sexuality, in the process of attributing meaning to contemporary sexualities, as both cultural objects and aspects of everyday life. Thus, rather than take up and accept the sexual subject positions that magazines make available to readers, the talk of the research participants in this project illustrates how sexualities are constantly being negotiated. The articulation and performance of masculine and feminine sexualities is therefore recognized within this thesis as a highly contradictory, contextual and negotiated process.
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Willers, Annika. "Snacking on different views : The potential of tagesschau.de in offering multiple perspectives in news overview elements to a young adult audience." Thesis, Stockholms universitet, Institutionen för mediestudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77623.

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In this paper a news site’s potential of meeting conflicting needs is considered. Snacking - hencereading news in a quick selective style - is one trend among young readers which seems to be inconflict with assessing the credibility of news, which in turn depends on receiving multipleperspectives or viewpoints among the issues read. As young audiences neither want to beforced to put more effort into news reading, nor want to receive news in a single-layered way,satisfaction with the news is hampered. Therefore, the aim of this study is to investigate acurrent news site’s potential in complying with both needs: snacking on the one hand andreceiving multiple perspectives on the other. As research case, the German public service newssite tagesschau.de is investigated in two methodological approaches. In a content analysis thepotential of the news site is assessed by analyzing ways of presenting perspectives in snacknews element. In a reception study this potential is reassessed by a young audience sample. Itwas found that perspectives indeed are presented in snack news elements in direct or indirectforms, often represented by different sources than the journalist’s. However, it shows that thesepresentations of perspectives not always reach the audience. Members of the audience leaveout many elements that could be snacked on, and stick to headlines for the main part. Thisimplies that they miss multiple perspectives offered in elements suitable for snacking, such ashyperlinks. In order to offer multiple perspectives to snacking news readers, more controversyshould be indicated in headlines, comparisons of perspectives should be made easier and linksshould be more relevant by leaving out aspects perceived as unnecessary and by representingsources in a better balance.
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Spring, Erin Elizabeth. "'Our Torontos are different places' : a qualitative, multiple case study, designed to investigate the interconnections between young adult fiction and young adult readers' constructions of place within and beyond the text." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648638.

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Lyons, Reneé C., and Deborah Parott. "World Beat: Using Batchelder Award Books to Create International Readers." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/2391.

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Wedwick, Linda Crumpler Thomas P. "The socialization of a reader the literary treatment of fatness in adolescent fiction /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225101201&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176734714&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2005.
Title from title page screen, viewed on April 16, 2007. Dissertation Committee: Thomas P. Crumpler (chair), R. Kay Moss, Gary Weilbacher, Amelia Adkins, Sally Parry. Includes bibliographical references (leaves 151-168) and abstract. Also available in print.
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Fenech, Giuliana. "Reconfiguring the reader : convergence and participation in modern young adult fantasy fiction." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/3681.

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This thesis explores digital-age literary and reading practices as they were influenced by participatory culture at the turn of the century. Participatory culture is analysed here through the work of Henry Jenkins, Hans Heino Ewers, Margaret Mackey and Katy Varnelis and is recognised as one in which individuals are socially connected to each other in an environment that offers support for creating and sharing interpretations and original works. It has relatively low barriers to artistic expression and civic participation, and fosters the sense of community growing around people’s common interests and ideologies, as expressed through performative manifestations such as gaming and fandom. Because juvenile fantasy fiction generally, and J. K. Rowling’s Harry Potter series (1997-2007) specifically, were at the centre of significant developments in response to participatory culture, Rowling’s books are used as a case study on the basis of which changing practices of reading, writing and interpretation of story, principally by children and young people, are mapped and appraised. One aim of this thesis is to evaluate how far participatory culture has affected what it means to be a reader of a text that exists in multiple formats: how each version of the text constructs and addresses its readers/viewers/players/co-creators, and the dynamics and interdependence between the different versions. A second but related aim is to test the claims of new media theorists, including Janet Murray, Pierre Lévy and Marie-Laure Ryan, among others, to establish how far texts, readers and the processes of reading have in fact changed. Specifically, it looks at how far the promises of reader participation and co-creation have been fulfilled, especially within the genre of children’s literature.
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Malo-Juvera, Victor. "The Effect of Young Adult Literature on Adolescents' Rape Myth Acceptance." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/564.

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This quasi-experimental study (N = 139) measured the effect of a reader response based instructional unit of the novel Speak on adolescents’ rape myth acceptance. Participants were eighth grade language arts students at a Title I middle school in a major metropolitan school district. Seven classes were randomly assigned to treatment (n = 4) or control (n = 3) condition. Two teachers participated in the study and both taught both treatment and control classes. The study lasted a period of five weeks. Participants were pretested using the Rape Myth Acceptance Scale (Burt, 1980) and a researcher created scale, the Adolescent Date Rape Scale (ADRMS). Analysis of pretests showed the ADRMS to be a reliable and valid measure of rape myth acceptance in adolescents. Factor analysis revealed it to have two major components: “She Wanted It” and “She Lied.” Pretests supported previous studies which found girls to have significantly lower initial levels of rape myth acceptance than boys (p < .001). A 2 (group) x 2 (instructor) x 2 (sex) ANCOVA using ADRMS pretest as a covariate and ADRMS posttest as a dependent variable found that treatment was effective in reducing rape myth acceptance (p < .001, ή2 = .15). Boys with high rape myth acceptance as demonstrated by pretest scores of 1 standard deviation above the mean on ADRMS did not have a backlash to treatment. Extended analysis revealed that participants had significantly lower scores posttest on Factor 1, “She Wanted It” (p < .001, ή2 = .27), while scores on Factor 2, “She Lied” were not significantly lower (p = .07). This may be because the content of the novel primarily deals with issues questioning whether the main characters assault was a rape rather than a false accusation. Attrition rates were low (N = 15) and attrition analysis showed that drop outs did not significantly alter the treatment or control groups. Implications for reader response instruction of young adult literature, for research on rape myth acceptance in secondary schools, and for statistical analysis of effect size using pretests as filters are discussed.
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Lee, Li-Feng. "The responses of Taiwanese adolescent girls to selected American short stories for young adults." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173205682.

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Books on the topic "Young adult readers"

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Best books for young adult readers. New Providence, N.J: R.R. Bowker, 1997.

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L, Kroll Jennifer, ed. Classic readers theatre for young adults. Greenwood Village, Colo: Teacher Ideas Press, 2002.

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Bond, Ernie. Literature and the young adult reader. Boston: Pearson, 2010.

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Ammon, Bette DeBruyne. More rip-roaring reads for reluctant teen readers. Englewood, Colo: Libraries Unlimited, 1999.

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Reaching reluctant young adult readers: A handbook for librarians and teachers. Lanham, Md: Scarecrow Press, 2002.

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Mildred, Laughlin, ed. Readers theatre for young adults: Scripts and script development. Englewood, Colo: Teacher Ideas Press, 1989.

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Science fiction readers theatre. Westport, Conn: Teacher Ideas Press, 2002.

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Readers theatre for American history. Englewood, Colo: Teacher Ideas Press, 2001.

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A, Brueggeman Martha, and Rycik James A, eds. Literature for young adults: Books (and more) for contemporary readers. Scottsdale, Ariz: Holcomb Hathaway, 2012.

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1928-, Gillespie John Thomas, ed. Best books for young teen readers, grades 7 to 10. New Providence, N.J: R.R. Bowker, 2000.

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Book chapters on the topic "Young adult readers"

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Gruner, Elisabeth Rose. ", Prophetic, and Sacred Books: Making Communities of Readers." In Constructing the Adolescent Reader in Contemporary Young Adult Fiction, 113–40. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-53924-3_5.

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Shaul, Shelley. "A Model of Brain Activity of Young as Compared to Adult Dyslexic Readers and Outcomes After Intervention." In Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices, 65–82. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4086-0_5.

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Borodo, Michał. "Chapter 12. “The regime of the adult”: Textual manipulations in translated, hybrid and glocal texts for young readers." In Language, Culture and the Dynamics of Age, 329–48. Berlin, New York: DE GRUYTER MOUTON, 2010. http://dx.doi.org/10.1515/9783110238112.3.329.

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Gruner, Elisabeth Rose. "Introduction: Young Adults, Reading, and Young Adult Reading." In Constructing the Adolescent Reader in Contemporary Young Adult Fiction, 1–24. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-53924-3_1.

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Knickerbocker, Joan L., and James A. Rycik. "Changing Literature, Changing Readers, Changing Classrooms." In Literature for Young Adults, 1–29. Second edition. | New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351067683-1.

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Ramdarshan Bold, Melanie. "The Construction of (Racialised) Author and Reader." In Inclusive Young Adult Fiction, 93–144. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_4.

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Hubert, Jane. "At Home and Alone: Families and Young Adults with Challenging Behaviour." In Community Care: A Reader, 107–13. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-26087-4_12.

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Gruner, Elisabeth Rose. "Misreading the Classics: Gender, , and in YA Romance." In Constructing the Adolescent Reader in Contemporary Young Adult Fiction, 51–84. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-53924-3_3.

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Gruner, Elisabeth Rose. "Reading, Resistance, and Political Agency." In Constructing the Adolescent Reader in Contemporary Young Adult Fiction, 141–71. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-53924-3_6.

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Gruner, Elisabeth Rose. "Reading in School." In Constructing the Adolescent Reader in Contemporary Young Adult Fiction, 25–49. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-53924-3_2.

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