Examines patterns of instruction in literature, particularly the transactional strategy proposed by Louise Rosenblatt, that emphasize the reader's immediate experience with the text. Illustrates the effective application of response-based teaching of literature. (RL)

High school reading requires automatic decoding skills, which results in fluent reading and skillful comprehension. Various activities to improve decoding skills, increase vocabulary, build fluency and support comprehension are stated.

The goals of visual literacy experiences are to give the student skill in "reading" visuals and in expressing himself and communicating through visuals. (JH)

Literacy is that demonstrated competence in communication skills that enables an individual to function independently and successfully in his society. (JH)

A low cost approach to individualized English instruction is described.

Recommends having students keep a reading journal on reading assignments as a way of getting them involved in reading, thinking, and discussion. (EL)

Suggests that teachers have students apply a three-stage approach to the study of short stories. Notes that having students define the subject, specific theme, and larger theme of a literary work will develop their critical reading skills. (RL)

Offers examples of texts and assignments that reinforce an appreciation for the importance of context in the study of vocabulary. (RL)

Shows that reading aloud to students can improve students' reading and writing skills, as well as their attitudes toward reading. (RL)

Describes six characteristics of mature readers and gives suggestions for helping students attain these characteristics. (DF)

Discusses two research questions that literature teachers must continually answer--their students' reading interests and how well their students read a text. Shows how research has both complicated and clarified these questions. (RL)

Presents activities dealing with components of literature, literary devices, and persuasive material. (DD)