Describes the results of a study in which 32 English teachers were requested to identify passages of verse disguised as prose. Analyzes which features enabled the readers to recognize the poetry passages. (KEH)

A study examines three eight-year-olds' responses to fairy tales, and their perceptions of the tales' meanings. Finds many unique and deeply personal responses, but also finds patterns of response which suggest that adult interpretations of fairy tales are not necessarily the interpretations that children make. (RAE)

Tests the hypothesis that different assigned purposes for reading led to changes in the "interestingness" and recall of text material. Concludes that reading for a particular purpose enhances the interestingness of text information even when that information is not intrinsically interesting. Discusses educational implications. (BS)

Uses Homer and the Iliad as examples of the best in teaching. It explains how the Homerian approach in storytelling exemplifies the art of instruction because it is able to simultaneously instruct, delight, and move the student during the learning process. (GR)

Finds (1) no relationship between stance taken in a free response and types of intertextual or autobiographical connections made by students in grades four, six, and eight; (2) descriptions of meaningfulness of intertextual and autobiographical connections was related to students' grade level; and (3) students made more connections to television…

Describes reading response journals and discusses how and when they can be used to help students foster their ability to connect literature with their own lives and increase comprehension. (MG)

Advocates the use of literature response journals. Describes their use with an eighth-grade class and discusses teaching students how to respond well and how to include parents. (SR)

Examines and describes the intertextual connections made by young children in several primary classrooms in order to identify (1) the interpretive moves afforded by these connections, and (2) how these connections developed the children's literary understanding. Outlines some approaches to the topic of intertextuality and relative research. Draws…

Relates how one kindergarten student's interest in the chronology of books published by a single author sparked an enthusiasm that was contagious for other students. Notes that this student was sparked by a concept which had not occurred to the teacher, which underlines the importance of leaving room for students' own decisions about what to…

Describes how a reader-response approach can help students construct a portfolio of readings that reflects their development as poetry readers. Describes using a reader-response journal, communal learning activities, and a portfolio to create a recursive process through which students develop a better understanding of how poetry works. Discusses…

Considers how teaching John Updike's short story "A & P" to treat issues of class and gender provides practice in reading for multiple meanings. Discusses students' responses to the character "Sammy" and considers issues from personal response to reading the text. Notes multiple perspectives and ways of teaching "A & P." (SC)

Studies Chinese bilingual readers' nonverbal responses (vividness of imagery and emotional response) to a text in English and in Chinese. Finds readers of English text did not understand the passage as well as readers of the Chinese version; however, imagery and affect were formed even in the absence of total understanding, showing they are…

Analyzes the discussion of four "struggling" fifth-grade girls and the researcher as they transacted with Mildred Taylor's "The Friendship." Shows how participants' responses to the text and adult and peer guidance created a response development zone. Notes the girls used reading, writing, and discussion to address comprehension difficulties and…

Studies five preschoolers' response to four genres of picture books: fantasy, realistic, poetic, and information. Finds (1) distinct patterns of response for each genre; and (2) personal associations to the characters, events, images, and topics seemed to form the basis for interpretation. (NH)

A teacher reflects about his first experience in using response journals in his literature classroom and his attempt to use the extant research and other teachers' suggestions. Response journals helped most of his secondary students to change from passive to active readers. Discusses techniques and concerns about implementing response journals.…