Reader-response research is interested in what readers of all ages bring to texts and how this response affects their reading style and attitude. From the perspective of children’s literature, it involves the observation and recording of the way children respond to their texts in different contexts.

This research project deals with reader-response theory applied to literature for toddlers and pre-readers. The aim is to present potential paths for studying and analysing both how to promote reading at school and how to conduct academic research.

Keywords

reader-response theory, pre-readers, literary literacy, education, research methodology

Publications

Donadello, D. (2022). Bambini ed estetica della lettura. Liber, 134. 32-34.

Campagnaro, M. (2018). L’utile e il dilettevole della Letteratura per l’infanzia 0-3 anni. Riflessioni intorno alla literary literacy e alla reader-response theory. Dossier Nsricerca, Nuova Secondaria, 7(34), 86-104. ISSN: 1828-4582.

Campagnaro, M. (2018). Questioni epistemologiche e ricerca pedagogica sui libri 0-3 anni. Dossier NsRicerca, Nuova Secondaria, 7(34), 66-69. ISSN 1828-4582.

Campagnaro, M. (2015). “These Books Made Me Really Curious”: How Visual Exploration Shapes the Young Reader’s Taste. In J. Evans (Ed.), Challenging and Controversial Picturebooks. Creative and Critical Responses to Visual Texts (pp. 121-143). London/New York: Routledge. ISBN: 9781138797741 (HB). ISBN: 9781315756912 (E-BOOK). https://doi.org/10.4324/9781315756912

Other resources