Reader-response has become one of the most influential literary theories to inform the pedagogies of middle and secondary English classrooms. However, many English and literacy educators have begun to advocate for more critical and culturally responsive versions of reader-response pedagogies, arguing that teachers move beyond valuing students'…

Describes the responses of one English teacher recorded in a journal throughout her second reading of Margaret Mahy's novel, "Dangerous Spaces." Considers how later rereadings of the novel were influenced by earlier readings. Shows how one reader can fail to do justice to a book when reading it alone. (HB)

Studies three African-American children's responses to short works of fiction which were read aloud to them. Describes the three participants and the stories used. Analyzes significant patterns of understanding and interpretation observed. (HB)

Argues that students embody multiple ways of knowing and learning, all of which can theoretically and practically be fostered in the literature classroom. Discusses various ways (especially choral reading and Readers Theater) of including different kinds of intelligence other than merely the verbal in the interpretation of literature. (HB)