Discusses at-risk students' attitudes toward reading and their varying levels of response to literature. Finds that students' attitudes toward reading improved after one semester of discussion groups. Presents excerpts from classroom discussions. Discusses elements to encourage response. (RS)

Claims that holistic scoring for schoolwide assessment of writing proficiency is influenced by the disciplines represented by the faculty readers. Describes in detail the findings of a study designed to measure reader bias in evaluation, a phenomenon suggested by reader-response theory. (HB)

Studies the philosophy of Paul Feyerabend with regard to the analysis of raw data and the role of prior adherence to theory in such analyses. Uses Feyerabend's philosophy to analyze the space shuttle Challenger disaster in terms of social constructionism. (HB)

Reconceptualizes the idea of curriculum integration to include "cultural imagination." Uses the example of a fifth-grade child's responses to literature to demonstrate the types of connections that can be made. (SR)

Reacts to commentary by Otto and Atkinson concerning MacEwen and Barling's 1991 article on effects of maternal employment experiences on children's behavior. Argues that analyses reported in original article did appropriately test hypotheses outlined in paper and that conclusions were appropriate and substantively similar to conclusions presented…

Critiques works from "Journal of Mental Health Counseling" special issue on mental health counseling for men. Notes Kelly and Hall's confusion of terms regarding biological sex and masculine gender roles. Contends that Heesacker and Prichard presented dualistic statements and pigeonholed men. Advocates for greater knowledge of gender-related…

Describes a method for teaching students how to write about literature that asks students to produce numerous "parts" in one large project. Provides a basic outline and explanation of the assigned tasks. (HB)

Examines patterns in the responses of eight second- and third-grade students as they constructed meaning from fiction and nonfiction when asked to respond in writing to different instructional tasks. Suggests that both the task and the text influence children's responses. Demonstrates that young children are capable of providing rich written…

Suggests teachers and students develop a critical aesthetic in approaching the picture book genre. Discusses three picture books concerning the Australian environment to illustrate that guiding students to read for information alone disregards the aesthetic value of the genre. (NH)

Examines the author's daughter's spontaneous responses to information books, especially those responses that occurred outside book-sharing sessions. Investigates response episodes as: casual conversations, a reevaluation of facts, reflections of complex thinking, transactions between life and literature, and portraits of personal inquiry. (SR)

Offers 50 diverse suggestions intended to offer students new ways to think about a piece of literature, new directions to explore, and ways to respond with greater depth to the books they read. (SR)

Discusses Margaret Atwood's "provocative and funny" short story "Rape Fantasies," and describes how, when teaching this story the author encourages students to sympathize with Estelle (the narrator) before they judge her (instead of rushing to achieve closure and begin interpretation). (SR)

Analyzes the effort of a small group of high school seniors to interpret the character of Laertes in Shakespeare's "Hamlet" through a "body biography," a life-sized human outline they filled with images and words representing their understanding of the character. Examines their discussion as they composed their text. (PA)

States that 1998 marks the 70th anniversary of Wanda Gag's picture book, "Millions of Cats" and that Wanda considered herself an artist rather than a writer of children's books. Recounts events in her early life; discusses why her book became a classic. Lists seven classic elements in the book and seven questions for stimulating student response.…

Notes that an event described in first-person will vary from one told from a third-person point of view or from an omniscient viewpoint. Offers a variety of books written from different viewpoints on the Lewis and Clark expedition (1804-1806). Gives 10 questions for stimulating student response. (PA)