Shows how the reader-response approach can provide interesting and meaningful ways of teaching literature in a second language. Illustrates its use in teaching a short story in an English reading class for engineering students in Malaysia. (SR)

Describes how several types of written assessments (student journal entries, student formal response papers, student survey responses, and teacher logs) can be useful in measuring the effects of literature on students' behavior and beliefs. (SR)

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)

Advocates the use of literature response journals. Describes their use with an eighth-grade class and discusses teaching students how to respond well and how to include parents. (SR)

Describes the use of oral reading, journal writing, and sharing of ideas in a seventh grade class to promote an active interest in literature and thereby increase the literacy level of the students. (SRT)

Describes how a high school English teacher's belief that text contains a single, unchanging meaning evolved to an understanding that students create their own meanings through their own experiences. Discusses ways he tried (with mixed success) to provide students with the opportunity to bring their own experience to their reading. (SR)

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)

Argues that as reading is taught increasingly as a tool, the delight that comes from personal literacy is becoming obscured. Argues that bringing personal values and experiences to poetry is an important way for students to discover the meaning of a poem. Describes how students can "map" their reading journey. (RS)

Describes the fundamentals of reader response theory, focuses on the aspects most relevant to reading instruction, and presents a method of teaching using reader response as a vehicle for improving student ability to learn from text. (NKA)