Argues that in the study of literature, the authority of the text is confounded by the authority of the teacher. Suggests that more effective learning takes place when the authority of both text and teacher is set aside. (FL)

Describes the results of a study that asked two classes of 14 and 15 year olds to think aloud in the presence of an interviewer through their several readings of a poem. (DF)

Presents arguments to researching response to poetry that attempts to track the process as it occurs. Describes procedures designed to ensure that the responses that are recorded come close to representing the process by which adolescent readers go about making sense of a poem. (EL)

Reports a study, using sixth graders' introspective self-reports, to determine the context in which students use knowledge about narrative text structure, how they use this knowledge, and why they do not always employ this knowledge. (RAE)

Concludes that the nature of the writing tasks assigned to students will emphasize some aspects of the curriculum and de-emphasize others. (NKA)