The purpose of the study was to examine: (1) which perspectives of Reader Response Theory were most applicable in this study; (2) which factors influenced reader responses; and (3) how readers' responses changed over time. The four participants for this case study were chosen from a subject pool of 10 initiate adult full-time divinity students in…

This book offers teachers some information about many of the newest children's books as well as over 125 kid-tested and teacher-approved ways to extend these stories into other areas of the curriculum. It aims to enable teachers to enhance their professional judgment about using literature in the classroom; guide teachers toward getting their…

The Internet may be the ultimate immersive and participatory medium, opening doors as it does to countless story worlds. As such, it has much to offer reading instruction in both elementary and secondary classrooms. This paper explores how a teacher used one web application--a text-based virtual environment called a MOO--to encourage his high…

The purpose of this study was to evaluate the effects of literature circle discussions on students' written responses. Two main research questions guided data collection and analysis: (1) How does literature circle discussion around one book affect the students' written responses according to a comprehension taxonomy? and (2) Do literature circle…

Examining how teachers help students respond to short fiction, this book presents 25 essays that look closely at "teachable" short stories by a diverse group of classic and contemporary writers. The approaches shared by the contributors move from readers' first personal connections to a story, through a growing facility with the…

Argues that writers gain skill in manipulating syntactic structures as they learn to engage in reflexive reading of complex texts. (MM)

Reproduces a poem about an urban landscape by Jayne Cortez and reflects on how students are willing to tackle its complexities and its ideas about beauty. Finds that the poem is effective for a discussion of beauty among students. (PA)

Discusses how teaching a writing-intensive introductory fiction course to prison inmates forced an instructor to "grapple" in the "contact zones" between prison culture and academic culture. Presents students' written responses, and discusses how racial tensions were addressed. (RS)

Responds to an article in the previous issue of this journal discussing Howard Gardner's work and its relation to drama education. Suggests that when Gardner's multiple intelligences theory is applied in teaching, differences are valued and communities are strengthened. Concludes that Gardner's theory helps to validate the practice and place of…

Discusses two pedagogically effective approaches to teaching first language narrative texts that have been gaining popularity in English-as-a-Second/Foreign-Language literature: the story grammar approach and the reader response approach. (Author/VWL)

Three tips for the classroom include the use of literature circles, integrating reading and writing through literature response; and teaching critical challenges via dramatic arts. (Author/VWL)

Presents remarks from a distinguished educator regarding educational philosophy, reader response, and how to teach children's literature. (SR)

Considers the arguments for seeing work rather than response as key to the poetic experience. Explains the development of such experience in the classroom. Notes that this is worth exploring not only in terms of literacy curriculum, but with respect to curriculum as a whole, since poetry is often invoked as an important resource for the…

Reviews "How Porcupines Make Love II," the sequel on teaching a response-centered literature curriculum. Finds it to be a lively, engaging, provocative text, one that includes workable hints for classroom practice. (MG)

Examines the role of readers' subjectivity or personal responses in story interpretation, specifically in the formation of thematic generalizations. (MG)