This article explores the potential for engaging 7 and 8-year-old school pupils in performative literature interpretation through process drama. Inspired by new materialism and affect theory, we focus on how literature interpretations come into being in dramatic fiction, and on how these becoming interpretations merge with the classroom. The study…

Examines individual literary-response styles of several first- or second-grade children by analyzing their talk about books. Finds five types of responses (analytical, intertextual, personalizing, transparent, and performative responses). Discusses the discernible differences and unique perspectives in at least some children's individual literary…

Looks critically at the theoretical and ideological underpinnings of the practice of story mapping. Discovers a deep contradiction between the author's definition of reading as a constructive process and the reductionist nature of story mapping, which inhibits students' potential to explore a diverse range of personal responses by promoting…

Explores first graders' written responses to literature in dialogue journals, particularly what functions student and teacher responses serve, and what patterns of student response develop over time. Finds that journal writing offers potential for a wide variety of reader response functions. Notes an overemphasis on teacher questioning. (SR)

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)

Finds that with teacher scaffolding (modeling, explicit instruction, feedback, and the creation of contexts for sharing), first graders can write thoughtful, personal, and extended responses to books in their literature-response journals. Discusses teacher and peer scaffolding, and literacy development. Describes in detail the children's…

In an effort to effect significant change in teachers' knowledge understanding, and choice of instructional strategies for guiding the study of literature as art, a study explored the teaching and learning of critical/aesthetic response to literature among elementary school children. Subjects, 25 first graders and 39 fifth graders, were evaluated…

Building on one aspect of a large-scale longitudinal investigation, a study examined first graders' engagement with literature. Subjects, five Euro-American students (two males, three females), were videotaped during two 30-minute storybook reading sessions one week apart. During the reading session, child and adult sat side-by-side in an effort…

Study examined whether literature discussion groups would offer students worthwhile opportunities, noting how discussion could be evaluated using teacher and student documentation. Eighteen high-risk students were audiotaped discussing stories. Audiotaping proved highly successful. Children were able to take responsibility in the evaluation…

Summarizes a descriptive naturalistic study of the literary competence of a class of first and second graders as suggested by their responses during read-alouds of picture books. Finds that the children were sophisticated literary critics, and the storybook read-aloud situation was an important site for the development of their literary…