Explores the change in attitudes toward young adult literature since it developed in the 1960s, and considers the future of the genre. (EL)

Reflects upon rekindled enthusiasm by teachers for children's literature and upon the lean years when teachers stressed reading skills and disdained the use of literature in class. (EL)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Explains how journal dialogues (student interaction with author) act as an intermediate step between purely personal responses to a text and formal interpretations for a public audience and how they encourage students to explore and develop ideas for essay writing. (HOD)

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

Finds that instead of trying to acquire knowledge about literature, students must learn to read between the lines to respond emotionally as well as intellectually to novels, drama, or poetry. (EL)

Argues that the essential discipline in literature is neither learning to write essays for an exam nor keeping up with the latest scholarship but giving close attention to the words on the page and learning to respond to them. (MM)

Attempts to verify or identify a valid operational definition of literary response by determining its constituents through the use of a refined version of the Response Preference Measure. (HOD)

Discusses how "Sons and Lovers" was used to elicit values discussions using questions from "Teaching in the Content Areas" by Harold Herber. (CRH)

This teacher's resource guide capitalizes on the appeal of fantasy literature to children to create activities that address the 12 Standards of the English Language Arts sponsored by National Council of Teachers of English and the International Reading Association. The guide contains practical ideas that enable grade 4-8 teachers or librarians to…

Finds that picture books are difficult to define--are they a separate genre or a format? Lists six variations on picture books. Presents a workshop designed to raise teachers' consciousness about picture books--activities can be adapted for students. Gives five questions for stimulating student response, using the books discussed. (PA)

Finds that second-grade students of all reading abilities eagerly participated in posing and discussing questions in response to literature, asking more "why" questions than any other type. Offers recommendations for teachers interested in creating opportunities for students to discuss their own literature questions. (SR)

An approach to French literature appreciation uses two versions of a de Maupassant story. The approach provided students an opportunity to examine text structure and language usage, explore the process of revision, and compare the first and second versions of the author's efforts. (MSE)

Uses the interpretative location of the author's reading of Michael Ondaatje's poem "Light" and the author's writing of his own poem "Three Women Pictured" as a way of organizing a discussion of three ideas that illuminate the complexity of shared reading and response in schools. (TB)

Focuses attention on the kinds of literature that are helpful in fostering thoughtful reflection in special education graduate courses. Discusses several specific examples, such as Franz Kafka's "Metamorphosis" and John Steinbeck's "Of Mice and Men." (PA)