Argues that viewing writing as a social process where writers and readers attempt to make contact is more appropriate than viewing language as information exchange. Also outlines the central assumptions underlying aesthetic reading research. (JC)

Discusses what Complexity Theory (presented as a rubric that collects theoretical understandings from a number of domains such as ecology, biology, neurology, and education) suggests about mind, selfhood, intelligence, and practices of reading, and the import of these reconceptualizations to reader-response researchers. Concludes that developing…

Provides the reactions of Louise M. Rosenblatt, a key figure in the field of reader response criticism, to the developments in reading, writing, and critical theory in the 1980s. Gives a brief personal history of Rosenblatt and the field. Describes her transactional theory and interpretations of it by other critics. (HB)

A recurring theme within the prolific body of research on reader response is that of reader stance. Although several prominent theories of reader response spring from different perspectives, they share one common property: each describes reader response in terms of two opposed domains with particular responses falling somewhere on a continuum…

Reports on the responses of children in Northern Ireland to "The Twelfth Day of July" by Joan Lingard, a contemporary novel set in their own country. (HOD)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Looks at reading as a transaction between the reader, the text, and the reading situation that leads to the construction of meaning that is particular to that reading. Describes L. Rosenblatt's ideas about reading stances, efferent and aesthetic. Discusses instructional implications of aiding children in their creation of individual meanings in…

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

Argues that the field of education has produced and absorbed a steady barrage of information about the threats and causes of illiteracy. Contends that the field has managed to demystify the wondrous and profound acts of reading and writing. Concludes that research on reader response has much to offer in the rehumanization of literacy. (RS)

Reviews research on (1) reader response theories; (2) innovative approaches to literature-based reading instruction; and (3) literary experiences and literary analysis presentations. Discusses teachers' concerns and success as they implement literature-based programs. Discusses challenges facing the literature-based reading revolution. (RS)

Describes a case study that explored the responses of four elementary school students actively involved in a literature-based reading program and how the teacher handled each child. (FL)

Suggests that teachers should foster situations where text, readers, and teacher can meet in collaborative ways. Identifies four reading research categories focusing on different contexts that surround the reading act. (MM)

Discusses the theory that reading is more than the searching for meaning within a text. Argues that the meaning of a text actually is in the interaction between reader and text. (FL)

Describes the basic components of Iser's theory, then suggests ways to get students to interact with texts. (FL)

Presents a classroom discussion episode broken into narrative segments with the teacher's reflective commentary on each. Uses this narrative to help understand the nature of student response to literature and the demands that response-centered teaching makes on teachers. (SR)