Explores the change in attitudes toward young adult literature since it developed in the 1960s, and considers the future of the genre. (EL)

Reflects upon rekindled enthusiasm by teachers for children's literature and upon the lean years when teachers stressed reading skills and disdained the use of literature in class. (EL)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Explains how journal dialogues (student interaction with author) act as an intermediate step between purely personal responses to a text and formal interpretations for a public audience and how they encourage students to explore and develop ideas for essay writing. (HOD)

Discusses the theory that reading is more than the searching for meaning within a text. Argues that the meaning of a text actually is in the interaction between reader and text. (FL)

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

Reports and discusses results of a survey of French students in Middlebury College's summer language school concerning their knowledge about and interest in French newpapers and magazines and data on the circulation and readership of those publications, with emphasis on the importance of regional newspapers. (MSE)

Describes the basic components of Iser's theory, then suggests ways to get students to interact with texts. (FL)

It is hypothesized that the readers of an essay respond to a variable in terms of its context with other variables. Sex, race, reader expectation, and quality of handwriting were crossed to study their interaction effects. Results showed complex interactions of expectations, writing, and sex within race. (Author/LMO)

Reviews the oral tradition and suggests that by drawing on the long tradition of stories in all cultures, fiction can be crucial in the extension of understanding of imaginative experience, of values and attitudes, and of real learning for all children. (HOD)

Reports the results of a poll of southeastern Iowa tenth through twelfth graders to find the most popular of 250 recently published books. Genres include fantasy, war stories, contemporary realism, romance, science fiction, horror, and supernatural. Reviews of the readers' choices are included. (RBW)

Examines what teachers do when they read texts in particular genres, and suggests how to encourage similar behavior in students. (CRH)

Describes a small scale study of children's experiences with books read aloud in nursery schools. Explores what young children learn from hearing books and stories read aloud, and shows how data from this study and a larger scale study conducted simultaneously can illuminiate thinking about early literacy. (HTH)

Finds that instead of trying to acquire knowledge about literature, students must learn to read between the lines to respond emotionally as well as intellectually to novels, drama, or poetry. (EL)

Argues that the essential discipline in literature is neither learning to write essays for an exam nor keeping up with the latest scholarship but giving close attention to the words on the page and learning to respond to them. (MM)