Discusses successive drafts of a student's response to a short story, illustrating how an initial personal response to literature can be developed into a critical essay with a specific purpose and audience. (HTH)

Describes seven different written response formats (which all use reading response strategies) used with seventh graders. Discusses how the formats improve the quality of thinking put forth in students' responses to their self-selected adolescent novels. Discusses which response formats illicit more higher-level thinking. (SR)

Examines the response to the autobiographies of two well-known children's authors by two different classes of college juniors who were prospective elementary school teachers. Discusses literature response journals, types of responses, and dialog journals. (SR)

Presents a 115-item annotated bibliography of research in the teaching of writing published between January and June 1996, including books, articles and dissertations under subtopic headings such as historical studies, language, family literacy, language interrelationships, language and learning, literature, reader response, writing, assessment,…

Determines if students' aesthetic involvement would be influenced by the ethnicity of the student or the culture portrayed in short stories. Finds that the level of aesthetic involvement was not significantly influenced by the ethnicity of the student or culture portrayed in the story. Supports the integration of multicultural literature into the…

Explores the relationship between responses to literature and the complex world views of four bicultural students, three Asian American and one of Jewish and European descent. The focal literary work of the study was the cross-cultural text, "Homesick," by Jean Fritz. Participants were interviewed about their experiences with the text. (Author/VWL)

Argues that as reading is taught increasingly as a tool, the delight that comes from personal literacy is becoming obscured. Argues that bringing personal values and experiences to poetry is an important way for students to discover the meaning of a poem. Describes how students can "map" their reading journey. (RS)

Tests a new model of the child's meaning-making process in response to literary text. Finds that the model is not disproved and serves as a valid means for adults to share information and ideas about young peoples' transactions with literary texts. (MG)

Drawing from personal experiences of catharsis in the reading of literary works, presents a new and broader theory of reader response. Considers the classical distinctions that have been made about the nature of response, arguing that the disturbing trends in contemporary world events must set the context of current readings. (DMM)

Responds to review by Baker, Daniels, and Greeley of three major programs for systematic training of graduate-level counselors. Comments on needs for integration of the models, more emphasis on training as treatment, the importance of multicultural considerations, and ideas for action in the future. (TE)

Responds to review by Baker, Daniels, and Greeley of three major programs for systematic training of graduate-level counselors. Contends that the review fails to adequately address the issues of the content of training and whether different counselor techniques have different effects on the client. (TE)

Comments on two opening articles by Parham ("Cycles of Psychological Nigrescence") and Helms ("Considering Some Methodological Issues in Racial Identity Counseling Research"). Suggests that the connotations of victimization and racial conflict in the concept of "psychological Nigrescence" are obsolete. Offers 11…

Focuses on letter writing as a way of evaluating children's growth as responders to fiction. Points out that not all children will enter into letter writing with equal success but concludes that it is a potentially powerful tool for teaching and learning. (MG)

Examines teachers' responses to students' first drafts of writing assignments. States that teachers should lead students to rethink and rewrite through positive, constructive feedback. Suggests three ways to encourage students to rewrite/revise, including: dialogue feedback, student conferencing, and reader reaction summary. (MM)

Describes the widening gulf between high school and college practices of teaching literature, with high school students trained in reader response entering college courses based on analysis (traditional or nontraditional) of texts and requiring skills they do not possess. (SR)