Describes how one teacher uses children's literature to help children learn about the Holocaust. Shares reactions from some of the students to the literature. (MG)

Examines characteristics of quality children's literature by analyzing both children and adult responses to Ezra Keats' story, "The Snowy Day." Concludes that good literature calls forth a strong narrative voice from readers exploring their own realities as they read. (MM)

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

Examines the interrelationships between cinematic and literary works in terms of possible responses, or the possible worlds created when children encounter and create literary discourse. Notes that these responses reflect previous encounters with literature, film, and life. (MM)

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)

Argues that elementary language-arts teachers should expand their definition of "text" to include film, a valuable instructional material. Notes that today's elementary students come to class with a great deal of knowledge about films--prior experiences which teachers can tap into. Discusses the application to film of reader-response theories. (SR)

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)

Suggests that teachers and children may have different ideas about how people talk about stories in classrooms. Describes how teachers loosened their attempts to control children's talk and subsequently shared control with them, and collaborated in exploring stories and in teaching/learning to read. (HTH)

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)

Describes two approaches used in teacher education courses to prepare teachers to teach multicultural literature: (1) teachers read and responded to multicultural texts and then developed thematic units built upon multiethnic literature and incorporating a reader-response approach; and (2) teachers read and responded to children's literature in…

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)

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)

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

Focuses on letter writing as a way of evaluating children's growth as responders to fiction. Points out that not all children will enter into letter writing with equal success but concludes that it is a potentially powerful tool for teaching and learning. (MG)