經由拒絕反應，兒童從被動的文章接受者，進一步化身爲批判的讀者，主動從故事和生活經驗中建構意義。教師應善用此拒絕反應，做爲引導閱讀理解及詮釋的教學契機 This study investigated children's resistance to reading five postmodern picture books. Participants were ten fourth grade students at a primary school in Tainan City. Data collection was mainly based on students' think aloud and small-group discussion protocols of five postmodern picture books.
Analysis of children's resistance indicated that children can display a broad range of resistance to postmodern picture books. Reality testing and literary critical resistance were most common resistant types, while exclusionary resistance did not manifest in this study. Qualitative analysis revealed that children might reject a story when they encounter incongruence between book and the reality around them. Children may become resistant due to the metafictive devices in the story books. Preferential or categorical resistance was also the reason for resistance. A few children engaged in their insecurities and anxieties and thus resistance. Some children compared the text with the version they were familiar with and exhibited intertextual resistance.
Through experiencing resistance, children become critical readers rather than just passive consumers of texts; they actively construct meaning. Teachers can employ resistance as an opportunity to engender deeper comprehension and more thoughtful interpretation.