Suggesting that the common classroom practice of literature instruction is antitheoretical and counterproductive, this paper elaborates theories of reading processes, discusses children's responses to literature, and proposes suggestions for classroom use. The first section of the paper outlines what literature instruction is expected to…

Highlights an elementary school where teachers help children build good reading lives by teaching reading through literature circles. Discusses five essential strands of thinking that guide the teaching of reading through literature study: building community, reading literature, having choices in reading, participating in open and lively…

Discusses pedagogical implications of recent theory and research on response to literature. Contends that now teachers must be aware of readers, the text, and the context in which a text is read and discussed. (MS)

This empirically-based model depicts the interactive, constructivist process of reading and three classes of variables that influence reading. Teacher variables include presentation, instructional intervention, instructional climate, and behavior management. Text variables include text language, relevance, organization, story structures, and…

Demonstrates the complex social nature of literacy by examining research on the influence of social interactions on reading and writing development. Illustrates these findings with examples from the environment and activities of a kindergarten classroom. (MM)

Notes that varying the conceptual models of the relationship between reading and writing processes, as parallel, interactive, or transactional, has influenced instructional practices. (JC)

Although writing and reading instruction can be integrated regardless of the reading program materials used, teachers need a greater understanding of the similarities and differences in reading and writing processes, as well as knowledge of ways in which instruction can be merged, before integration can take place. Both reading and writing are…