This paper proposes a reorientation of classroom practices in the teaching of literature, a reorientation proceeding from new understandings of literary reading. The first section of the paper reviews convergences in current theory and research on literary reading that teachers ought to consider when rethinking classroom practice. The second section of the paper, on reader response theory, considers to what extent current classroom situations and practices in the teaching of literature are hospitable to the new understanding of literary reading. The third section of the paper suggests and demonstrates how classroom situations and practices might be more properly aligned with what is known about acts of reading literature. The fourth section of the paper points up some of the key issues teachers ought to consider in developing agendas for reader-centered classrooms. (Twenty-two references are attached.) (RS)