Argues that as reading is taught increasingly as a tool, the delight that comes from personal literacy is becoming obscured. Argues that bringing personal values and experiences to poetry is an important way for students to discover the meaning of a poem. Describes how students can "map" their reading journey. (RS)

Describes sentence collecting, an activity in which students do outside reading that may include content area textbooks, and bring to class interesting sentences found in their reading. Maintains that sentence collecting helps to model reading as a dynamic cognitive and social process in which readers participate actively. (SR)

Explores briefly the New Criticism that dominated literature instruction until recently and then provides an overview of reader response theory and how response approaches can be used in the classroom to enhance reading. (NKA)

Describes the fundamentals of reader response theory, focuses on the aspects most relevant to reading instruction, and presents a method of teaching using reader response as a vehicle for improving student ability to learn from text. (NKA)

Outlines five variations of the Directed Reading Thinking Activity that can help students become independent readers of narrative text. (NKA)