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)

Describes a project in which children were given in-depth experiences with a range of quality stories and then were interviewed using a series of open-ended questions to obtain their responses. The project was intended to gain insight into the process by which children make sense and meaning from stories. (HTH)

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)

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)