Purpose: This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach: Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of…

Purpose: This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students' literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction. Design/methodology/approach: This study uses…

Although a growing body of research and practice in reading strategy instruction in secondary education has identified specific and successful methods for encouraging metacognitive awareness, there is little published research connecting these findings to post-secondary literacy education. Consequently, a gap remains in the conception, and…

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…

Shows how subjective knowledge acquires authority. Applies this argument to the making of literary responses in classrooms, thereby allowing both research and pedagogy to emerge from the same procedures of reading. (RL)

Examines two contrasting texts, "Little Goody Two-Shoes" and "A High Wind in Jamaica" to point to differences between "child" reading and "adult" reading. (HOD)

The usages of transaction and interaction are differentiated as reflections of differing paradigms, the transactional theory of reading is disassociated from information processing and interactive processing, and the implications for research of various concepts basic to the total transactional theory of reading are discussed. (HOD)

Explores the mystery of why readers choose to read texts. Considers the psychology of reading for pleasure and the figures of speech linking reading with love. Discusses a wide array of books and the reasons that readers have felt such a strong attachment to them. (HB)

One perspective for literary analysis assumes certain divisions of language, grammar, and "worlds of discourse." The worlds that language can express are the phenomenal, extensional, intensional, and alternate systems. Within these contexts, certain linguistic features universally affect responses to the world created and the language used. One…

The tendency to think of a literary work as an object or entity existing apart from author and reader has been the greatest stumbling block in literary criticism and the teaching of literature. The transaction between a reader and a text involves the reader in a highly complex, ongoing process of selection and organization. Keeping the reader's…

The reader has replaced the text as the central figure in the teaching of literature. Three techniques that psychologists and educational researchers believe produce better reading comprehension are: the concept of schemata, or the kind of mental outline a reader has when perceiving something; the acquisition or development of an appropriate…

Examines what teachers do when they read texts in particular genres, and suggests how to encourage similar behavior in students. (CRH)

During the past 15 years, a fundamental change has taken place in literary criticism, with a decline in New Criticism (literature viewed as a public object) and an increase in reader response criticism (literature viewed as a private experience). New Critics considered the meaning of a literary text to exist within the text as an independent and…

Reading comprehension involves making connections between prior knowledge and the visual information on the page. To reduce uncertainty, the reader makes orthographic, syntactic, or semantic predictions. Thus, comprehension is relative, dependent on the answers to different readers' different kinds of questions. The reader does not record a…