Examines how writing features influence recruiters' assessments of resumes. Finds that if resumes of technically well-qualified applicants contain grammatical errors, recruiters rate their resumes lower than resumes listing less experience, but containing more accurate writing. (MM)

Examines the nature of third graders' responses to the literature that is read aloud to them. Documents both individual and class development in response patterns over time. Finds responding to literature fostered comprehension, discussion, and writing skills, and promoted emotional involvement with and appreciation of literature. (MG)

Explores reader and text effects on the production of mental imagery during and after reading a poem, a story, and two expository texts. Finds that imagery occurs spontaneously during and after reading all texts and that the production of imagery is affected by both reader and text. (RS)

Examines the history and psychology of adolescence, and of the adolescent and reading. Reviews research done by Victor Nell, who looks at the characteristics of the dedicated and absorbed reader. Asserts that teachers can benefit from an understanding of the psychology of teaching literature to adolescents. (MG)

Describes the results of a study in which 32 English teachers were requested to identify passages of verse disguised as prose. Analyzes which features enabled the readers to recognize the poetry passages. (KEH)

Asserts that reading logs actively involve students in the reading/responding process. Describes the way reading logs fit into the course, a list of topics to give students ideas, and how to grade reading logs. (MS)

Analyzes the familiarity or distance aspects as well as interest in topics of texts in the light of reader-text interaction. Results found that familiarity and interest with a topic of a text may influence the reading process in terms of evaluation, reader text interaction, and critical reading. (20 references) (Author/VWL)

Deals with the text patterns commonly found in social studies books. Explores the expository text pattern and offers a teaching pattern to help guide students through the transition from narrative to content area texts in the upper elementary grades. (MG)

Argues that most pupils need some help as the reading curriculum widens to include books of varied linguistic complexity. Maintains that increasing awareness of the register patterning of different genres is a basis for continued teaching of reading across the curriculum throughout pupils' school careers. (RS)

Interviews Dr. Ramon Ross of San Diego State University, an experienced author and teacher. Discusses the relationship between writing and literature, and suggests techniques for using the two in harmony. (SR)

A study examines three eight-year-olds' responses to fairy tales, and their perceptions of the tales' meanings. Finds many unique and deeply personal responses, but also finds patterns of response which suggest that adult interpretations of fairy tales are not necessarily the interpretations that children make. (RAE)

Describes a schema-awareness activity (used with sixth graders and college students) that provides teachers with a model of how students can use their past experiences and their ability to infer and predict when reading. Notes that the activity convinces students that they bring to the reading act much more than they encounter on the printed page.…

Tests the hypothesis that different assigned purposes for reading led to changes in the "interestingness" and recall of text material. Concludes that reading for a particular purpose enhances the interestingness of text information even when that information is not intrinsically interesting. Discusses educational implications. (BS)

Uses Homer and the Iliad as examples of the best in teaching. It explains how the Homerian approach in storytelling exemplifies the art of instruction because it is able to simultaneously instruct, delight, and move the student during the learning process. (GR)

Discusses user-centered thinking and lessons from reader-centered theory. Reviews findings from studies by literary theorists on user-centered approaches to information and uses these findings to support and offer two analogies: (1) an analogy between reader and library user; and (2) an analogy between information and the library. (Author/JMV)