Includes the following short articles describing teaching techniques: (1) "S-RUN: Beyond SQ3R" (Nancy S. Bailey); (2) "Read-React for Unique Responses" (Barbara Zynda); (3) "Use a Literacy Van"; and (4) "Summaries Improve Comprehension" (Milford A. Jeremiah). (MM)

Shares the work of one college freshman class whose journal entries demonstrate how reader response can be a powerful metacognitive tool. (RS)

Describes a hierarchy intended to interpret and promote students' aesthetic responses to literature. Finds that students in grades 7 through 10, in contrast to younger readers, have moved into reflective thinking and evaluation. (SR)

Asserts that students should be encouraged to be risk takers and derive their own meaning from expository text. Discusses the impact of several reading strategies on the reading attitudes and classroom performance of college-level developmental readers. (PRA)

Shows how the reader-response approach can provide interesting and meaningful ways of teaching literature in a second language. Illustrates its use in teaching a short story in an English reading class for engineering students in Malaysia. (SR)

Describes how several types of written assessments (student journal entries, student formal response papers, student survey responses, and teacher logs) can be useful in measuring the effects of literature on students' behavior and beliefs. (SR)

Provides examples of using the Directed Reading Activity as a framework for teaching students to comprehend literary text at varying levels of response. (HOD)

Argues that the field of education has produced and absorbed a steady barrage of information about the threats and causes of illiteracy. Contends that the field has managed to demystify the wondrous and profound acts of reading and writing. Concludes that research on reader response has much to offer in the rehumanization of literacy. (RS)

Presents a point, counterpoint strategy which helps students build a repertoire of interpretive strategies that can be enlisted when dealing with complex short stories. Notes that the key to the strategy is that students begin with their personal responses and move toward more public and generalized interpretations. (RS)

Advocates the use of literature response journals. Describes their use with an eighth-grade class and discusses teaching students how to respond well and how to include parents. (SR)

Describes an activity which uses poetry to help students differentiate between literal and critical comprehension and to focus on topics, main ideas, inferences, paraphrasing, and writing in response to text. (SR)

Describes the use of oral reading, journal writing, and sharing of ideas in a seventh grade class to promote an active interest in literature and thereby increase the literacy level of the students. (SRT)

Describes a number of ways students can write in response to literature, an approach that forces the students to shape and form their vague responses to the text. (HOD)

Summarizes the knowledge acquired from the reading research reported in "Becoming a Nation of Readers" and draws implications for reading instruction. (HOD)

Examines reading interests and reading responses to American young adult fiction among students from the multiracial culture of Singapore. Finds that Singapore teenagers need little motivation in reading American young adult fiction because of their positive attitude towards language acquisition. Notes that the teenagers can be sidetracked by the…