Focusing on encouraging students to take responsibility for their own learning and giving them a sense of control over their efforts, this book explores how the response approach to writing instruction can be put to good use in teaching children to read. Respectively, chapters discuss (1) how the author learned about writing, reading, teaching, and learning; (2) writing with reference to time, choice, response, structure, and community; (3) how time affects reading; (4) how readers decide what to read, why they want to read a book, and which strategies to use; (5) responsibility between teachers and students, among students, and to the self; (6) the structure within which the teacher moves among the students and the students work together and alone; (7) the role of the community; (8) how listening affects reading; (9) how talking affects reading; (10) evaluation and reading attitudes; (11) the role of phonics; (12) skills, including context clues, spelling, phonics, punctuation, usage, and study skills; (13) the use of basal readers; (14) students' reading responses and sharing of their written work; (15) content area reading; (16) the teacher's role when using direct teaching methods; (17) the librarian's role; (18) the Chapter 1 teacher; (19) the administrator's role; (20) how students can grow up to know each other as writers, readers, and people; (21) teachers as independent learners; and (22) students as independent learners. A seven-page bibliography and an index are included. (JD)