The aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were…

Reflecting on 45 years of teaching and research, Lee Galda argues that practice based on transactional theory is essential for the effective teaching of literature.

Asks the reader to try to make sense out of one student's response to Adrien Stoutenberg's poem "Reel One." Presents the student's reading and an analysis of the student's reading. (HB)

Reasons that teachers of literature should have as their focus not what writers do but what readers do in the process of reading literature. Concludes that readers construct literary works based on their own experience, education, and ability to imagine in response to a writer's suggestions. (JAD)

Provides a personal narrative of how one Shakespearean teacher-actor was "remade" through specific experiences. Claims that students must perform at least some Shakespeare in order to experience personal and social enrichment. (NH)

Reports on a study that examined the responses of young people to a new poem. Covers the background, procedures, processes, conclusions, and implications of the study. (EL)

Presents Gregory Corso's poem, "Poets Hitchhiking on the Highway," as an intellectually profitable assignment graphically illustrating the metonymic and metaphoric modes. (MM)

Claims that the insights of reader response theory can be brought into the teaching of poetry in college literature courses. Outlines methods for utilizing reader response techniques to help students enjoy and understand poetry. (HB)

Describes a teacher's unsuccessful attempt to introduce the poetry of Tu Fu, a wayward bureaucrat of the T'ang dynasty, to a class of part-time students. Uses his students' resistance to this poetry as an occasion to discuss the importance of personal responses to poetry, as opposed to "correct" academic responses. (TB)

Recounts the effective use of unusual teaching methods for poetry: (1) allowing students to read and write about Wordsworth outside on a warm spring day, and (2) asking students to keep a journal while reading the poetry of Hughes. Suggests that these approaches allow students to "bring their own experiences" to the poetry text. (NH)

Probes William Wordsworth's relationship to the young reader. Concludes that although many young people today cannot have the direct, immediate experience of nature that overawed Wordsworth, they can, in a room where they sit down together and read a poem, "learn a contemplative solitude--and respond to [a] poem in their individual…

Describes a teacher's personal memories which, when shared with students, helped make the poetry of Wordsworth and Whitman more meaningful. Suggests that for true comprehension of poetry to occur--Romantic or otherwise--teachers must lead students and model from within their own personal connections. (NH)

To assess the effects of textual variation on students' preferred patterns of literary response, 166 college students were asked to read two poems and two short stories. The findings provided support for the notion that students' preferred patterns of response are strongly influenced by the nature of the texts they read. (HOD)

Suggests that readers participate in literary texts by creating and perceiving voices in the work. (HOD)

Anthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet people can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The learning objectives of this lesson…