States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)

Draws a parallel between the resistance experienced by a patient in psychoanalysis and the resistance expressed by students in composition or literature courses. (JC)

Reviews several books that seek to explain what some of the structures of meaning are that stories present to readers and feed into their memories. (HOD)

Discusses the concepts of play and imagination and how these shape personal development and the knowledge gained through experience with reading and writing. (SRT)

Provides a background of response theory, two Canadian perspectives on response theory, a description of transactional response theory and response-centered curriculum, a discussion of the concepts of participant and spectator roles in literature and of the idea of narration and storying as literature, and a discussion of analysis and criticism.…

This paper defines an already existing body of literature in trade books whose intrinsic characteristics provide a superstructure of support that make it particularly attractive to readers engaged in ongoing growth beyond beginning or emergent reading who, for whatever reason, cannot be considered mature or independent enough readers to engage…

Challenges the widely endorsed practice of activating relevant knowledge prior to reading. Outlines a perspectival (perspective-relative) view of reading and suggests that this view provides a means to make coherent sense of interpretations. Concludes that having specific knowledge is not the main desideratum in interpreting texts--the main…

Maintains that reading humorous storybooks to toddlers can support their development and learning. A bibliography of humorous children's books is included. (BB)