Describes the effect on junior high remedial readers of a reading workshop applying principles from Nancie Atwell's "In the Middle," including self-selection of adolescent literature books, silent reading, dialogue journal writing, and sharing work with others. Augments the workshop with "mini-lessons" on elements of reading…

Presents a method of teaching liturgical texts, related to the lectionary. Describes Bernard L. Lee's shared homily method based on Hans-Georg Gadamer's hermeneutical movements. Illustrates how Lee's homiletic method can be adapted into a disciplined conversation with the text for use in other religious instruction. (DB)

Reviews two areas of cross-cultural research (sociolinguistic research on oral interaction and the applied linguistic research area of contrastive rhetoric). Makes recommendations for using collaborative peer response groups successfully with multicultural classes. (MG)

Describes a study of seventh graders learning to make and share meaning about literature through "sketch-to-stretch," an interpretive strategy involving the creation of symbols and pictures and other nonlinguistic signs to signify ideas generated through reading. Supports teaching that provides such shared opportunities for students. (TB)

Considers reader response to be a useful teaching method when it is linked with course goals and integrated into the structure of the classroom. Recommends reader response because it promotes critical thinking and comprehension of reading materials, facilitates class participation, and engages students in the learning process. Gives a sample…

This article explores young readers' fascination with particular authors. It begins with a brief analysis of the contents of fifth graders' letters to their favorite authors. It then juxtaposes their range of responses with the varying perspectives that teachers typically adopt when designing an author study, advocating a model of author study…

A response-based pedagogy encourages the exploration of multiple perspectives regarding literary works and student construction of defensible interpretations of the same, with the quality of students' critical and creative thinking being the focus of assessment. The National Center for Research on Literature Teaching and Learning's ongoing…

Intended as a guide for teachers of grades 3-6, this book presents ideas for the use of literature groups in the classroom. In chapter 1, the author talks about her own reading background and her discovery of teaching methods for literature, and presents ideas for forming literature groups. Chapter 2 offers advice on selecting and collecting good…

Intended for middle school teachers interested in helping students (especially those with no experience attending theater) learn how to read and see a play by themselves, this paper provides a lesson plan based on W. W. Jacobs's dramatic play, "The Monkey's Paw." After furnishing a rationale for reading this particular play, the paper…

Focusing on the notion that the author supplies the words in a text while the reader supplies the meaning, this issue contains essays that combine literary theories with classroom practices. Following an introduction by R. E. Fitch, articles include "Teaching a Western: Jack Schaefer's 'Shane'" (J. R. Ruff); "Pragmatic Criticism in…

What kind of meaningful learning goes on when an introverted and intuitive traditional professor imparts his knowledge to an extroverted student of the new wave generation? In a project exploring how teaching personalities influence student learning, a traditional professor of literature and a "new wave" (defined as characterized by…

An alternative approach to the teaching of literature views the reading of a poem, short story, novel, or other literary work as an opportunity for a person to create his or her own immediate response. The approach suggests that there is no constant, objective meaning for a piece of literature, only individual responses reflecting the…

A former editor of "Scholastic Voice" speculates on why one set of writing assignments, based on reader response to writings by a handicapped teenager, produced such outstanding results. Describes the uncommonly high involvement of student readers, who wrote over 3,000 letters to the author, and undertook classroom writing with…

Outlines a process approach to teaching literature which focuses both on meaningful writing and on the ways students respond to what they read. Suggests that such an approach can create in students a life-long love of literature. (ARH)

Discusses what objectives should be pursued in the teaching of English and the need for strong theory to underlie teaching practices. (SRT)