Presents four techniques, based on two philosophical premises, that are designed to extend readers' responses to literature: (1) literary sociogram, (2) semantic webs, (3) plot profile, and (4) Burgess summaries. (RBW)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Discusses the opposing viewpoints of the two most influential linguists of this century--Saussure and Chomsky--suggesting that while both are interested in form as opposed to substance, Saussure sees linguistics as a branch of semiotics and Chomsky sees it as part of cognitive psychology. Evaluates the relevance of these two viewpoints to the…

Addresses two questions: (1) What are the functions of literature? and (2) How do children respond to literature? (HOD)

Examines two contrasting texts, "Little Goody Two-Shoes" and "A High Wind in Jamaica" to point to differences between "child" reading and "adult" reading. (HOD)

This article consists of comments about the regular feature in "Lab Talk" called "Posting Scientists" written by John Gipps since at least 1986. The idea of using postage stamps in teaching science is good pedagogy because it associates the subject matter taught with something in which some students already may be interested. The final suggestion…

This unique set of multimedia resources for middle and high school teachers of history, literature, social studies, and the arts, provides background, lessons, and ideas for studying and discussing the book "The Children of Willesden Lane" (2002). This book is based on the true story of Lisa Jura, a young girl who escaped Nazi persecution, as told…

Although there is abundant theoretical matter concerning the critical role that various interpretive communities play in making meanings of literary texts, most scholars do not take up the matter of the composition of these interpretive groups in their university classrooms. How may the interpretive strategies of groups of students change over the…

This paper discusses an Owen Wister poem published in 1920 in "The Atlantic Monthly" and brought to the attention of a university class without any information as to its context or its references, and read in various ways by various individuals, as information about the poem's context was gradually discovered. The central issue explored…

These two teaching guides, one for the novel "Summer Song," (appropriate for grades 5 through 8) and one for the novel "Libby Bloom" (appropriate for grades 3 through 6) are designed to help teachers use these children's books in interdisciplinary classroom settings. The "Summer Song" guide offers thematic links on…

Muses about the growing number of "special problem" books--books about children who are asthmatic, diabetic, or have AIDS, etc. Recounts the circumstances of the author's childhood as a diabetic. Concludes that adults sometimes work too hard at trying to make life fair for children. (PA)

Defends "Velveteen Rabbit," a beloved classic, on its 75th anniversary. Finds that the story of a toy which becomes real has stood the test of time, even though critics call it overly sentimental. States that it deals with a universal theme and prepares its young readers for life's vicissitudes. Lists the book's classic elements. Gives questions…

Shares writing habits of a lifelong daily writer with her middle school students, asking them for a discussion of her work. Gives students a sheet with open-ended opinion prompts to fill out as "reader response." (PA)

Examines the key role that memory plays in the meaning-making process that children enact as they read and view images in a classroom that respects and encourages their own views and reflections. Discusses the six major categories of children's visual responses, and presents representative examples of children's illustrations. (TB)

Explores perceptions of media bias by manipulating expectations of bias and news topic. Explains that university students read dummy newspaper articles and then responded to a survey. Concludes that readers were more likely to designate material opposing their own views as biased. (PM)