The merits of decentralized small groups has been questioned in literature and by practicing teachers; thus this study shows the academic and identity work children do as they attempt to make meaning in these spaces. This study explores the affordances and drawbacks of decentralized small group discussion contexts in a multiage (3rd/4th) grade…

Explains that as young readers respond to narrative texts in a variety of media, they repeatedly step in and out of the fictional universe of their different stories. Outlines contemporary texts that foster various forms of such border crossing, in and out of diegesis, the framework of events as narrated in the text. Explores how an awareness of…

Claims that computer games have little educational value, are antisocial, and classroom time should be spent on more worthwhile pursuits. Argues that computer games are not literary texts in that they cannot inform students of their cultural heritage, provide an opportunity to respond to ethical questions, or deal with significant and lasting…

Examines conversations between teachers and students and between peers to describe the nature of the instructional scaffolding that occurred as students constructed meaning of literary and nonfiction texts. Describes ways in which scaffolding was woven in and out of the fabric of the conversations. Finds that episodes of scaffolded instruction…

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

Explores the relationship between responses to literature and the complex world views of four bicultural students, three Asian American and one of Jewish and European descent. The focal literary work of the study was the cross-cultural text, "Homesick," by Jean Fritz. Participants were interviewed about their experiences with the text. (Author/VWL)

Discusses pedagogical implications of recent theory and research on response to literature. Contends that now teachers must be aware of readers, the text, and the context in which a text is read and discussed. (MS)