I examine the ways in which reading in the classroom is a social practice and how that social practice can produce nuanced student texts that reflect a rich understanding of what has been read. In doing so, I also consider how the reading environment allows us to manipulate and embody texts in ways that allow for a more detailed understanding than…

Finds that, when middle school students write about relevant personal experiences before reading, they enjoy and comprehend the text more, are more on-task, offer more sophisticated responses to characters, and like the texts more. (SR)

A former eighth grade reading and writing teacher considers how her experience in a classroom workshop for readers and writers has affected her behavior with her young daughter. Emphasizes providing children with adequate time to read, choice of what to read, and opportunities to respond. (RAE)