Describes the affinities between reader response theory and the proper objectives of English instruction. Describes students not as potential literary scholars but as curious people needing personal experiences with reading and writing. Outlines a model for teaching literature focused on this conception. (HB)

Studies empirically the effects of individualizing form letters by computer on the recipient readers. Suggests that the individualizing of such letters improves compliance over conventional form letters. Offers advice to writers embarking on the development of such an individualized form letter system. (HB)

Responds to major contribution on counseling with children (Wagner, this issue), calling it a compendium of activities that are traditionally ascribed to elementary school counselors, and criticizing it for avoiding the critical issues of the present decade. Sees disproportionately large amount of space devoted to divorce and calls for more…

Refutes commonly held assumptions forced on the art-education public that characterize Viktor Lowenfeld, a historically well-known art educator, as having a laissez-faire approach to art education and a visual-haptic fixation. Asserts Lowenfeld's beliefs were distorted in later publications of his book, "Creative and Mental Growth." (CMK)

Two experiments investigated the effect of choice on cognitive and affective engagement during reading. Both experiments compared college students who either selected what they read or were assigned the same story without being allowed to choose. Discusses results and the need for a more explicit theory of choice. (Author/GCP)

Considers some aspects of contemporary picture books that can be especially engaging for readers young and old. Reports a study of readers of various ages who read and discussed David Macaulay's picture book "Black and White." Considers questions of concern that these readings raise for adults who are interested in children's reading.…

These 12 authors discuss how they write appealing nonfiction books for children: Emily Arnold McCully; Deborah Hopkinson; Joanne Ryder; Lisa Westberg Peters; Jim Arnosky; Arthur Geisert; Kathleen Krull; Jim Murphy; Jean Fritz; Diane Stanley; Jeanette Winter; and Julius Lester. Discussion includes research; illustrations; stylistic approach and…

Explores the responses of a range of adults (all five Pueblo Indians) to one children's book, "Arrow to the Sun," based on a Pueblo Indian tale and written by a non-Indian. Discusses concerns for accuracy, authenticity, and sensitivity. Finds widely differing responses to the book among Eastern and Western Pueblo members. Reconsiders pedagogies,…

Describes how literature is used in elementary classrooms, and is a problem in pedagogical practice. Argues for the need to place a greater emphasis on the study of literature as a subject in the reading program and to help students develop "literary literacy." Suggests a holistic approach to teaching literature that combines transactional and…

Reviews the theory of multiple intelligences. Offers suggestions for high-school English instruction. Presents a case study of two female students in an alternative school who choreographed a dance in response to a short story. (RS)

Illustrates the use of drama as a form of literary response. Suggests that drama allows students to develop and exhibit a range of skills and to demonstrate their literary understandings in "unschooled" ways. Suggests that Howard Gardner's work on multiple intelligences demonstrates that students may not be developing understandings because they…

Explains how a teacher comes to learn that primary and intermediate grade students are engaged by fiction and nonfiction both, that they do not associate one with pleasure and the other with learning. Argues that readers of all ages find meaning in a work, fictional or nonfictional, to the extent that it relates to their own lives and experiences.…

Examines Maurice Sendak's recent picture book in the context of his other work. Looks at the text and illustrations in some detail; suggests psychological and political interpretations; and discusses responses of children. Argues that the book forces educators to examine their own basic assumptions about what constitutes literature for children.…

Examines attentional demands and recall among undergraduates for stories that differ in rated interest. Results reveal that more interesting stories required fewer attentional resources for comprehension than did less interesting stories. Overall recall did not differ across story interest, but story interest did interact with type of encoding in…

Discusses how connecting students to reading requires more than just an energetic approach. Presents a framework for reading experiences: engagement, exploration, collaboration, and individual celebration. Describes a program that gives students varied opportunities to become engaged in literature, choice in what they read, time to actually read,…