In this essay, "Viewpoints: Transaction versus Interaction--A Terminological Rescue Operation," originally published in 1985 ("Research in the Teaching of English," 19, 96-107), Rosenblatt points out that no text can guarantee that the experience it provides will be "literary." A poem might be read for the emotional and intellectual experience it…

Puts forth Louise Rosenblatt's 1938 Reader-Response Theory as a dominant teaching approach in English education, with Rosenblatt's influence readily apparent in contemporary research. Asserts that English professors today can work the magic of the literary experience through the use of the Reader-Response Theory in the teaching of literature.…

This paper is the last in a series of 14 detailing the procedures involved in setting up an interdisciplinary project that explores the similarities and dissimilarities in the response to literature in readers from different countries. It marks the end of the preparatory work for the "Folktale-project." The first section is an overview of the…

Demonstrates the interrelationship of the language arts--talking, listening, reading, and writing--as children explore and respond to the meaning in books. Notes that observing and listening in classrooms is a powerful tool for teachers seeking to assess children's learning. Shows how talking about books contributes to children's learning. (HTH)

Articles in this yearbook address the issue of emphasizing the basics in reading development, and also focus on the literary experience. Articles, listed by their authors, include: (1) "A Second Helping" (Myra Cohn Livingston); (2) "Not Only a New Curriculum but a New Teacher" (Marilyn Hanf Buckley); (3) "Reading--A…