Argues that one way to investigate the relationship of text to story taker (reader or listener) is to compare how the writer has made the story to how the story taker has recreated the story. Indicates a resonance between the story taker's retelling and the original text. (RAE)

Presents three strategies for teaching the personal, operational, and cultural dimensions of literary response. (MM)

Describes a writing activity in which children in England wrote letters to various children's authors. Discusses the content of both the children's letters and the author's replies. (MM)

Investigates the effects of breakdowns in referential and factual coherence on text comprehension and reveals that the processing of factually inconsistent information hindered other information in passages. (FL)

Discusses using reader response instead of standard literature interpretation teaching methods for the study of adolescent literature in high schools. Asserts that this method gives authority to the students as reader because they must assume responsibility for understanding the text, themselves, and the world. (SRT)

Offers a method of using reader response theory that emphasizes the expectations about a text and how those expectations are fulfilled or deflated. Specifically, students read traditional fables, fairy tales, and parables, and compare them to contemporary works such as Kafka's "Metamorphosis" and Marquez's "The Very Old Man With Enormous Wings."…

Reviews the censorship debate in light of three underlying assumptions: (1) reading influences the opinions and beliefs of the reader; (2) the effect of a book, article, or passage is universal, implying there is one correct meaning for a particular work; and (3) the effects of reading are context independent. (SRT)

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

Explores the tenets of both the New Criticism and reader response criticism, and concludes that there is a need for a new imperative in criticism that conceives literary understanding in terms of a communication process in which both text and reader are granted importance. (FL)

Explores the possibility that literary theorists and reading researchers are unconscious of each others interests, goals, and assumptions. Seeks to explore how the gaps between these two areas might best be bridged. (EL)

Examines two texts showing that the relational propositions (frequently implicit) that arise out of a combination of independent clauses involve every clause and that they occur in a pattern of propositions that connects all of the clauses together. Shows how relational propositions are essential to the functioning of the text. (HTH)

The purpose of the study was to examine: (1) which perspectives of Reader Response Theory were most applicable in this study; (2) which factors influenced reader responses; and (3) how readers' responses changed over time. The four participants for this case study were chosen from a subject pool of 10 initiate adult full-time divinity students in…

Examining how teachers help students respond to short fiction, this book presents 25 essays that look closely at "teachable" short stories by a diverse group of classic and contemporary writers. The approaches shared by the contributors move from readers' first personal connections to a story, through a growing facility with the…

Investigates how multiple stances in reading can reveal new insights into texts. Demonstrates three ways that a single text can be read from the perspectives of a pleasurable reading, a postcolonial reading, and a critical multicultural reading. Argues that readers will confirm existing meanings determined by others' ideologies unless they are…

Describes a way students can get to know their textbook, not feel threatened by it, and get to know its many study aids by approaching the text as they would a new class member and by generating and then answering a list of questions about the textbook. (SR)