Argues the importance of the relationships among silence and literature, the arts, and other experiences that point toward transcendence. Suggests that English teachers can expand the repertoire of classroom activities and teaching techniques that make use of silence. (KEH)

Praises "The Counseling Psychologist" focus issue (1990) for its excellent review of group psychotherapy literature and reacts to individual articles. Describes a conceptual model that encompasses key therapeutic factors and elements central to design and leadership of thematic groups. Compares three major forms of group…

Describes how a tenth-grade English teacher changed her role from that of a leader always on center stage to that of a prober, guide, problem poser, resource person, and strategist. Advises teachers to help students find, shape, and revise their own questions and then explore and evaluate responses to these questions. (RS)

Describes the experiences of a junior high English class as they read Larry McMurty's novel "Lonesome Dove" and watched the television miniseries based on the novel. Discovers that the relationship between the reader and the written word is similar to that between the viewer and the film. (RS)

Analyzes over 2200 written responses from ballots for the "Young Adults' Choices List" which indicated that the students "really liked the book." Finds that most students were able to articulate their preferences, that they liked "problem novels" and books with teen protagonists, and that subjects of interest were…

Reviews the research on how readers or listeners construct mental models of the situation a writer or speaker is describing. Narrative components and spatial models are discussed. (YP)

Reports on an investigation of whether or not persuasive writers actually can engineer a match between their stylistic and organizational intentions and their readers' perceptions of those elements of a text. Finds that a consistent writer/reader perceptual match can be achieved. (MS)

Explores how high school students' reading logs reveal their reading processes as they read and respond to literature. Examines the reading logs from three eleventh-grade English classes throughout the school year. (MM)

Responds to "new scholarship on women" perspective presented in previous article by Greiner. Addresses individually each of six basic tenets involved in new perspective and examines perspective's assertions in terms of both women and men. (NB)

A study found that scholarly articles in higher education journals elicit different reader responses according to the articles' structures, and that publication does lead to further activities in research, scholarly, and professional sectors as a result of readers' initiatives and authors' responses. (Author/MSE)

Describes one high school English teacher's experiment with assigning stories instead of analytical essays. Argues for retelling and storytelling as a valuable resource in the high school curriculum. (RAE)

Uses Martin Jamison's "Rivers" to illustrate a reader-response approach to poetry. Describes the process of students creating their own "poems," while analyzing the author's poem. Concludes that this approach encourages the necessary personal connection required for poetic involvement. (JAD)

Outlines an observational album assessment device, which describes children's reading behavior, taking into account attitudes, responses and strategies to produce a profile of each reader's achievements. (NH)

Examines the reading practices and socially influenced responses of six eighth graders in a literature discussion group. Recounts the responses of the students' interpretive community. (MS)

Asserts that students' reading comprehension is enhanced by sharing personal text interpretations through social interaction in the reading classroom. Presents three lessons which encourage sharing and extending text comprehension by exploring text meaning through art; by developing a Readers Theatre script; and by shifting question-asking…