Presents the third part of a six-part series in which the authors respond to a ninth grader's first impressions of "Reel One," a poem by Adrien Stoutenburg. Urges readers to participate by reading the student's impressions and reflecting on the student's interpretations. (MM)

Applies the reader response theory of literary critic Wolfgang Iser to the reading of Chris Crutcher's novel "Staying Fat for Sarah Byrnes." Examines both the reader's engagement with the novel and Eric Calhoune's engagement with the world of Sarah Byrnes. (RS)

Problematizes the word "experience" as it is currently being used by researchers and teachers who want to reform literature instruction in schools and colleges. Discusses how a fresh look at Dewey and Rosenblatt can reconstruct the courtroom and marketplace metaphors as sound alternatives to theories that perpetuate dualistic assumptions…

Presents an overview of critical theory to show how the method of Reader Response evolved. Discusses theories of reading and the reader; variations within reader response; and implementing reader response in literacy programs. Includes a brief response by Robert E. Probst. (RS)

Examines the history and psychology of adolescence, and of the adolescent and reading. Reviews research done by Victor Nell, who looks at the characteristics of the dedicated and absorbed reader. Asserts that teachers can benefit from an understanding of the psychology of teaching literature to adolescents. (MG)

Argues that most pupils need some help as the reading curriculum widens to include books of varied linguistic complexity. Maintains that increasing awareness of the register patterning of different genres is a basis for continued teaching of reading across the curriculum throughout pupils' school careers. (RS)

Describes author-reader-text interactions which play roles in both revision in writing and critical reading. Examines the processes of revision in writing and critical reading as thought processes mirroring one another. Presents two examples of group classroom activities which nurture revision in both writing and critical reading. (MM)

Examines tasks provided for students in most literature textbooks used in the United States, noting that these tasks typically control students' responses to literature. Relates these tasks to current theory and research on the reading process. Describes activities from literature texts used in Canada that facilitate literary response. (MM)

Serving as a source of questions for researchers to investigate and a resource for professors and their students, this book presents 51 essays that discuss where the reading field has been, is now, and might be going. More than 80% of the essays are new or revised from the third edition. Essays in the book include "Professional Connections:…

Argues that comprehension is a problem-solving activity and that different problem-solving schemata exist for different types of texts, both narrative and expository. Suggests that good comprehension occurs when there is a match between the author's schemata and that of the reader, creating a dialogue between the writer and the reader. (JK)