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)

Investigates whether responses to literature of South African adolescents from three subcultures varied with reference to values inherent in a text and whether these differences might be attributed to differences in the value systems of the respondent's subcultures. Confirms these expectations. (SR)

Analyzes over 2200 written responses from ballots for the "Young Adults' Choices List" which indicated that the students "really liked the book." Finds that most students were able to articulate their preferences, that they liked "problem novels" and books with teen protagonists, and that subjects of interest were…