Abstract
This paper presents an analysis of a systematic review of relevant published past research on the reader’s response theory. The studies reviewed are from the year 2013 to 2020 with the total number of fourteen studies. The main aim of this systematic review is to depict an empirical information formulation discovered through multiple methods in previous scholarly research on the Reader’s Response Theory. This systematic study addresses the current findings in reader response theory. The findings focus on the benefits of using the reader-response theory as well as the challenges of faced by a few researchers.
Highlights
The reader-response theory is deeply rooted in the cognitive-constructivist view of learning
The researcher opted to use the peer-reviewed research databases mainly Educational Resources Information Centre (ERIC) and Google Scholar to look for research studies or articles published from the year 2013-2020
Students can reflect on their own experiences, attitudes and observations (Garzon and Pena 2015) in relation to what they read in the text, putting aspects to what they read in the text. This is a important skill that need to be developed in a young adult learner. 13 of the studies above have reported the effectiveness of the reader-response theory in the literature classroom
Summary
The reader-response theory is deeply rooted in the cognitive-constructivist view of learning. The theory was first developed by Louise Rosenblatt (Rosenblatt,1938,1978) and stresses on the cruciality of the reader in making meaning from a text. This based on the premise of readers breathing in life into the texts using their prior knowledge and personal experiences (Larson, 2009). This systematic review aims to present a synthesis of empirical evidence from related studies found over the years on the theory and advantages and challenges found in the studies reviewed. This data will provide crucial information for further research can be conducted in this field of study. The research question below will be the focus of this paper: 1. To identify the advantages of the reader response theory in teaching literature
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