Recently, transactional reader response theory has been criticized for providing an inadequate theoretical guide for the study of multicultural literature. Some scholars argue that Rosenblatt assumes the reader and her response to literature are ideologically innocent and the continuum of aesthetic and efferent stance does not encompass critical…

Describes some of the discussions and writing that first grade children engaged in as the result of their exposure to literature read aloud. (HTH)

Suggests that teachers and children may have different ideas about how people talk about stories in classrooms. Describes how teachers loosened their attempts to control children's talk and subsequently shared control with them, and collaborated in exploring stories and in teaching/learning to read. (HTH)

Provides an update on the progress being made at the National Research Center on Literature Teaching and Learning. Discusses research-in-progress with teachers struggling to adapt their instruction to a response-based approach to reading literature. Presents a framework of optional strategies for teachers. (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)

Demonstrates how peer interaction during writing helps children experience connections between reading and writing. Describes children's responses to unfinished pieces, a peer's "published" piece, other students' published books (read aloud by a student other than the author), and to books written by professional authors. (HTH)

Discusses the theoretical considerations of readers' response to literature. Explores procedures for monitoring and evaluating children's responses to literature. (HTH)

Focuses on letter writing as a way of evaluating children's growth as responders to fiction. Points out that not all children will enter into letter writing with equal success but concludes that it is a potentially powerful tool for teaching and learning. (MG)

Offers guidelines for using literature in the primary classroom. Shares the experiences of first graders with the book "Owl Moon." Notes that it is important to retain the essence of the story--to demonstrate for young readers how readers connect with books. (MG)

Illustrates how social interaction with high quality literature can foster the literacy process of responding to literature with the student's own voice. Demonstrates ways that particular instructional processes can foster critical literacy processes as students share their interpretations of quality literature. (MG)

Examines the value of literature response groups by gathering information about the dialogue occurring within them. Studies the content of talk, the functions of language in use, and evidence of reading comprehension. Finds that literature response groups are a good resource for helping children communicate through talk in the classroom. (MS)

Reports on participant-observation in a third- and fourth-grade classroom in which students learned to read science texts with both "efferent" and "aesthetic" reading processes. (HTH)