Provides suggestions for using transactional theory, which stresses the importance of interacting with text, in teaching literature at the secondary level. Lists seven principles for teaching that are inherent in transactional theory. (SKC)

Discusses using reader response instead of standard literature interpretation teaching methods for the study of adolescent literature in high schools. Asserts that this method gives authority to the students as reader because they must assume responsibility for understanding the text, themselves, and the world. (SRT)

The reading of a literary work can give rise to five different kinds of literary knowing: (1) knowing about self; (2) knowing about others; (3) knowing about texts; (4) knowing about contexts; and (5) knowing about processes of making meaning. A literary work can prompt a reader to reflect upon aspects of his or her own life. Concentrating upon…

Argues that literature instruction should enable readers to find the connections between their experience and the literary work. Explains how discussions can be guided to focus on students' reactions, perceptions, and associations with a text. (MM)

To those who would claim that the study of literature is impractical, Probst would respond vehemently, "No, it is essential." The habit of thoughtful reading, insightful questioning, and critical evaluation are learned in English language arts classes where a variety of genres, characters, and situations push students to analyze and debate and…

Considers what literature does, its role in a child's education, and how it might be taught. Advocates the use of adolescent literature in the classroom. (NKA)