Describes a model procedure for integrating direct instruction in story structure with reader response to literature in two settings: traditional storybook read-aloud sessions and nontraditional HyperCard computer sessions. (SR)

Presents an annotated bibliography of 12 research articles, all related to reader response theory and its applications to the English classroom. (HB)

Responds to case of Sondra presented in Career Development Quarterly (September 1990). Suggests that her inability to decide on a career may be rooted in long-term personality style, poor ego strength, noisome family dynamics, and/or developmental delay. Recommends an integrative approach incorporating both personal and career counseling. (PVV)

Illuminates patterns in responses to literature by analyzing one sixth grader's entries written in her literature response journal. Finds that the student's responses reveal her as an active reader and writer with unique thoughts, feelings. and opinions generated by quality children's literature. (MG)

Evaluates the reader-protocol method of teaching writers to anticipate readers' comprehension needs. Involves asking writers to predict readers' problems with a text and providing them with reader responses. Finds that writers taught with the reader-protocol method improved more than writers in control classes, and increased in their ability to…

Explores the field of adolescent development as a rationale for the use of reader-response pedagogy in the secondary literature classroom. Discusses reader-response theory and pedagogy, adolescent cognitive and affective development in the secondary schools, and the implementation of a reader-response secondary English curriculum. (PRA)

Examines the approaches students use when reading for literary and informational purposes. Finds four recursive stances readers take in relation to the text: (1) being out and stepping into an envisionment; (2) being in and moving through an envisionment; (3) stepping back and rethinking what one knows; and (4) stepping out and objectifying the…

Reports on the findings of a survey of over 450 children (ages 7 through 9) in southwest England exploring aspects of their views about and experience of reading. Provides insight into what children read and what influences their choice of reading and response to reading. (HB)

Details a program designed to use an awareness of cultural reader response to stimulate multicultural understanding among middle-school students. Provides strategies for reading multiethnic literature with students from varied backgrounds. (HB)

Studies three African-American children's responses to short works of fiction which were read aloud to them. Describes the three participants and the stories used. Analyzes significant patterns of understanding and interpretation observed. (HB)

Argues that nonfiction is growing in popularity as reading material among adolescents. Provides data and analysis of a study designed to measure the influence of nonfiction on the attitudes, values, and behavior of adolescents. (HB)

Considers how readers form impressions of writers' personalities while reading their texts. Reports on a series of studies which asked readers to respond to college application essays by high school students. Concludes that responses to texts concerning personality are highly predictable and, thus, can be influenced by the writer. (HB)

Examines one "Teachers as Readers" group, in which teachers meet to read and discuss children's literature. Finds that (1) reading can be defined as making meaning from picture book illustrations; (2) collaboration can be defined as listening to students; and (3) readers respond differently to books based on the beliefs and values they…

Explores differences in adolescents' styles of responding to poetry and relates these differences to contrasts in the way students narrate stories of personal experience. Finds contrasts between working-class and middle-class students in styles of responding to poetry which show parallels with their contrasting styles of narrating stories of…

Describes how a middle school English/language arts teacher had students paint in watercolors their responses to the novel the class was reading. Describes how this approach signficantly improved the rate and quality of student participation, and brought out new voices and fresh readings of the text. (SR)