Charts the growth of a special education teacher involved in an inservice program for which she kept a learning log recording her responses to readings and eventually how she assimilated new ideas into classroom practices. (SRT)

Describes the author's self-fulfilling experiences in a storytelling workshop, and how she strives to give students the same discovery through stories. (HTH)

Identifies eight resources that help educators extend and enrich the literacy experiences of students through the weaving of drama, music, and the visual arts into responses to literature, writing, and other areas of the curriculum. (RS)

Explores preschoolers' responses to life and childhood experiences and how this response carries over into their subsequent response to literature. (HTH)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Reconsiders the nature of literature as a school subject. Discusses the notion that school literature is different from reading literature outside school. Discusses three anomalies: the text and the textbook; educators' idolatry of "naive readers" whose heads are to be stuffed; and the roles of the reader and writer in school programs.…

Reviews research on (1) reader response theories; (2) innovative approaches to literature-based reading instruction; and (3) literary experiences and literary analysis presentations. Discusses teachers' concerns and success as they implement literature-based programs. Discusses challenges facing the literature-based reading revolution. (RS)

Discusses why writers write, and cites caring about the response to writing as the key to development. Urges teachers to be sensitive to the social nature of writing and to the vulnerability of writers, and to demonstrate and encourage writing for fun, enjoyment, and power. (MM)

Demonstrates how peer interaction during writing helps children experience connections between reading and writing. Describes children's responses to unfinished pieces, a peer's "published" piece, other students' published books (read aloud by a student other than the author), and to books written by professional authors. (HTH)

Discusses in depth the kinds of trust within classroom communities that make reader-response groups work (trust between teachers and students, trust among students, and students having trust in themselves). (SR)

Argues that the best way to encourage writers is to allow that their writing has a real purpose and a real audience. Discusses how unself-conscious response to the purpose of writing is more useful than responses that attend only to technique and form. (SRT)

Looks critically at the theoretical and ideological underpinnings of the practice of story mapping. Discovers a deep contradiction between the author's definition of reading as a constructive process and the reductionist nature of story mapping, which inhibits students' potential to explore a diverse range of personal responses by promoting…

Records the attempts of a very young child to construct his own understanding of what it means to die and of the social impact of death within his own culture. Includes transcripts in which the child uses narrative to frame his first, tentative ideas about death and responds to literature to further extend his understanding. (JD)

Discusses the theoretical considerations of readers' response to literature. Explores procedures for monitoring and evaluating children's responses to literature. (HTH)

Claims that literacy and literature become interrelated in classrooms where there are many opportunities to engage in the narrative mode of thought. Discusses how the potential of literacy/literature experiences is enriched when students draw from the narrative reservoirs of the community and school. (JD)