There has been limited attention towards the affective aspect in literacy development; yet, reading attitude, an affective component, is a significant element within literacy instruction. This makes a compelling case for investigating Grade 3 learners’ attitudes towards reading. In this study, a situational analysis was conducted as Phase 1 of the research process before implementing a responsive reading programme at a primary school in Grahamstown, South Africa. In an effort to explore Grade 3 learners’ attitudes, experiences and perspectives about reading, the study adopted the use of drawings, which is a child-centred approach. Learners were required to draw their perspectives or experiences about reading. In analysing the drawings, a range of semiotic theorists were integrated. Findings of the study indicate that by using drawings as a methodological tool, learners were able to provide detailed insights about their daily experiences with reading, attitudes towards reading and their varied individual views about reading. Such information gathered was vital for future consideration when implementing a responsive and extensive reading programme.

中文翻译：

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三年级学习者的想象身份，就像读者通过绘画所揭示的那样

人们对扫盲发展中情感方面的关注有限；然而，阅读态度是一种情感成分，是扫盲教学中的重要元素。这为研究三年级学习者的阅读态度提供了令人信服的理由。在这项研究中，在南非Grahamstown的一所小学实施响应式阅读计划之前，将情境分析作为研究过程的第一阶段。为了探索三年级学习者对阅读的态度，经验和观点，该研究采用了以儿童为中心的绘画方式。学习者必须对阅读提出自己的观点或经验。在分析图纸时，整合了一系列符号学理论家。该研究的结果表明，通过使用绘画作为一种方法论工具，学习者能够提供有关他们的日常阅读体验，对阅读的态度以及对阅读的不同观点的详细见解。收集这些信息对于实施响应快速且广泛的阅读计划时至关重要。