Describes a textbook approach to teaching literature that deemphasizes recitation and emphasizes transactions between readers and texts, involving readers' personal knowledge, emotion, and experience. Sets up a reading plan including prereading, postreading, personal response, and shared response. (TB)

Replies to Joseph Harris' critique of James Britton's conception of "spectator role" (English Education; v20 n1). (MS)

Reflects on a research project conducted by two professionals in language arts instruction investigating the curriculum decisions and book selection among classroom teachers. Recounts the researchers' own attempt to make sense of new ideas in the field and the application and relevance of those ideas to classroom practice. (TB)

Describes an educator's attempt to raise multicultural issues in the classroom through a course centered on Zora Neale Hurston's "Their Eyes Are Watching God." Maintains that educators have a responsibility to raise issues of cultural diversity in learning communities that provide ways for student to engage in thinking that expands their…

Explores why Chinese students' responses to American literature appear dogmatic and predictable. Examines how Chinese typically study literature by considering (1) the officially recognized relationship between literature and politics; (2) the traditional aims and methods of instruction in middle school; and (3) students' responsibilities in their…

In this article, the author examines briefly several broad themes in reading reform to see what these can tell about policy makers' respect--or lack of respect--for teachers of reading. He talks about the current discourse of "scientifically-based" research which is about teachers, teachers who are blamed for reading failures. He…