The author compared preschool teachers’ and students’ responses to informational texts (nonfiction) as they read together in small groups. Drawing from reader response theory, similarities and differences were found in teachers’ and students’ reading behaviors. Teachers took a predominantly efferent stance toward the texts because the teachers’ primary purposes were to provide students with information on topics of interest and to expose students to academic vocabulary and content. Conversely, students moved fluidly along the efferent–aesthetic continuum as they sought information, engaged in perspective taking, and responded with strong emotions and through dramatic interpretation. Based on these findings, teachers might reflect on their past experiences and reactions to informational texts so they can widen their own repertoires of response and encourage students to respond in a wide variety of ways during read‐alouds.

中文翻译：

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学龄前儿童传出美学连续体对信息文本的回应

作者比较了学龄前教师和学生在小组阅读中对信息文本（非小说）的反应。根据读者反应理论，发现教师和学生的阅读行为存在异同。老师对课文采取主要的态度，因为老师的主要目的是向学生提供有关感兴趣主题的信息，并使学生了解学术词汇和内容。相反，学生在寻求信息，参与观点采择，并以强烈的情感和戏剧性的解释来回应时，沿着传出美学连续体流畅地移动。根据这些发现，