This article draws on Philip Barnard's model of the interactions between theory and practice, between basic and applied research, to investigate the paradox of reading as an experience both private and public. It uses internal reader experience as a starting point for exploration, evoking the concept of a readerly sense of presence as a selection…

Moment-to-moment emotions are affective states that dynamically change during reading and potentially influence comprehension. Researchers have recently identified these emotions and the emotion trajectories in reading, tutoring, and problem solving. The primary learning-centered emotions are boredom, frustration, confusion, flow (engagement),…

This article considers the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. These relevant aspects included three attentional foci for processing (comprehension, monitoring, and…

Presents the third part of a six-part series in which the authors respond to a ninth grader's first impressions of "Reel One," a poem by Adrien Stoutenburg. Urges readers to participate by reading the student's impressions and reflecting on the student's interpretations. (MM)

Compares remedial readers to more proficient readers in their meaning-making processes during the reading of literary text. Reveals that the remedial readers spend a disproportionate amount of being out of "envisionments"--either attempting to step into one or failing to step in. (MG)

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)

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)

Looks at reading as a transaction between the reader, the text, and the reading situation that leads to the construction of meaning that is particular to that reading. Describes L. Rosenblatt's ideas about reading stances, efferent and aesthetic. Discusses instructional implications of aiding children in their creation of individual meanings in…

Reading is best understood as a dialectic process where the influence of reader and text are constantly merging to create a jointly produced and evolving understanding. What occurs as the reader and text come together during reading is similar in form to a dialogue, a model for the reader-text relationship that has not been explored in the reader…

Attempts to show in detail how the human literary activity called literary interpretation consists of personal selection and use of communal tools. (CRH)

Examines the role of readers' subjectivity or personal responses in story interpretation, specifically in the formation of thematic generalizations. (MG)

Examines whether "social reading" can facilitate literary engagement. Indicates that social readers made a greater attempt to convey meaning than did nonsocial readers, but were less engaged with the text as literary discourse. (SKC)

Studies profoundly deaf children's responses to picture book reading in a preschool environment as compared to responses of hearing children. Finds that in spite of a severe delay in learning language, deaf children's responses to the picture books were similar to those of hearing children. Concludes that deaf children learned a great deal about…

Studies the ways readers create meaning initially from literary texts. Analyzes the data collected via think-aloud protocols and interviews. Compares reading tactics of first-year college students and graduate students. (HB)

Examines the relationships between what intermediate-grade children ask, how their questions come about, and the purpose for asking questions in reading. Finds that only with much effort did children succeed in raising questions for discussion. (RS)