A study analyzed the relation of four information presentation methods--text, tabular, black-and-white graphics, and color graphics--to level of retention, reader reaction, and reading time. Results confirmed that the incorporation of color graphics in a document increases psychological reaction, but does not necessarily improve task performance.…

Examines problems of interpretation posed by Avi's "Nothing but the Truth," particularly those concerning what truth is and what access the reader has to it. Shows how a "documentary novel" employs "objective facts" but allows various characters to manipulate them. Suggests that a traditional approach to the novel is problematic and recommends…

Responds to previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and concluded that DSM-III-R is largely irrelevant for school psychology practice. Notes that Gresham and Gansle's proposal is not more powerful and cannot replace…

Responds to previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and concluded that DSM-III-R is largely irrelevant for school psychology practice. Calls Gresham and Gansle article rife with inaccuracies and misrepresentations that…

Responds to previous article (Gresham and Gansle, this issue) which reviewed relevance of Diagnostic and Statistical Manual of Mental Disorders, Third Edition-Revised (DSM-III-R), and concluded that DSM-III-R is largely irrelevant for school psychology practice. Discusses Gresham and Gansle's criticism of medical model views of abnormal behavior…

Considers 1 student's responses to literature assigned to a 10th-grade English class in the midwest. Asks if students can be expected to "decontextualize" their personal responses to literary texts. Questions the viability of such decontextualized readings. (HB)

Describes the classrooms of bilingual teachers in an urban Phoenix, Arizona school. Discusses how the teachers struggle with questions surrounding language and literature, race and literature, and class and literature. Notes that the teachers seek books that include the children they teach and connect them to the world outside their neighborhoods.…

Discusses a thinking-writing-organizing technique that Kenneth Burke called the dramatistic method. Suggests that having students ask and answer a series of questions prompted by five words (who, what, where, why, and how) placed at each of the points of a star can help students think and write about works of literature. (RS)

Explores the strengths and weaknesses of Crutcher's novels by comparing adults' and teenagers' responses to his work. Discusses how such young adult realism (which many reluctant readers read eagerly) can provide a springboard for consideration of literature that is more demanding and better crafted. (RS)

Presents annotations of nine journal articles, monographs, and "learning packages" (published between 1989 and 1993) that examine teaching approaches founded upon the insights of reader response theory. (RS)

Outlines an elementary school unit on rivers, which drew on a range of reading materials both fiction and nonfiction, among them "The Incredible Journey of Lewis and Clark." Studies the degree of similarity in fourth graders' response to and understanding of fiction and nonfiction books. Observes that children do have unique responses to…

Explains how teachers can use written compilations of student-generated questions and comments as a basis for discussions of novels and poems. Shows that student brainstorming ideas can be used effectively as the basis for writing assignments. (TB)

Responds to previous article by Twohey and Volker (1993) on gender equity in counselor supervision. Notes that Twohey and Volker's claim that differential use of voices of care and justice is gender related does not seem to have clear empirical support. Suggests need for more research evidence before approach advocated in previous article is given…

Responds to previous article by Twohey and Volker (1993) on gender equity in counselor supervision. Sees article as providing useful point of departure for discussing gender bias in supervision and for offering suggestions for supervisors. Discusses article in terms of underlying assumptions, moral development and reasoning, multiple perspectives,…

This study applied Reader Response theory (which stresses an aesthetic experience with the text) with seven less proficient readers (learning-disabled fifth and sixth graders). Student response was best when the text was read to them, when their responses were oral, and when instruction focused on active meaning construction and the reader/text…