Discusses pedagogical implications of recent theory and research on response to literature. Contends that now teachers must be aware of readers, the text, and the context in which a text is read and discussed. (MS)

Considers current research on reading in a second language from five points of view: (1) the reader's role in light of new models of language and textual meaning; (2) revised definitions of textual meaning and reader processing; (3) reader processing of schemata; (4) relationship between second-language competency and reader strategies; and (5)…

Introduces three essays--in the second of two issues of College English devoted to psychoanalysis and literature--on psychoanalytic theory, literature, and the roles of teachers in helping students situate themselves in relation to knowledge and in breaking through students' resistance as they read. (JC)

This empirically-based model depicts the interactive, constructivist process of reading and three classes of variables that influence reading. Teacher variables include presentation, instructional intervention, instructional climate, and behavior management. Text variables include text language, relevance, organization, story structures, and…

Listening and reading comprehension are seen as problem-solving activities, which require instruction in thinking skills. An instructional technique, reciprocal teaching, is conducted as a group problem-solving activity to teach remedial and special education students to predict, question, summarize, and clarify while reading and listening to…

Claims multiple-storyline books will continue to grow in popularity because the reader (1) is the major protagonist; (2) can make plot decisions and become the writer; (3) can choose exciting action; and (4) finds material readily available. (NH)

A study examined the reading apprehension, writing performance, and perceived job reading requirements of 91 students enrolled in an upper-division business writing course. Results indicated that students with higher course grades showed lower levels of reading apprehension and anticipated higher reading requirements in future jobs. (SRT)

Lists possible "writing-as-performance" course objectives, all of which emphasize vocalization and movement while writing to encourage the fullest range of somatic response; describes four sample class assignments; notes that these courses bring students to a fuller appreciation of the reader/writer relationship in literary experience.…

Relates the experience of a teacher who discovered that students enjoy studying literature if they are allowed to experience it rather than analyze it. Contends that the effort to teach books at the secondary level using literary criticism is a misguided response to a national literacy crisis. (SRT)

Reports on participant-observation in a third- and fourth-grade classroom in which students learned to read science texts with both "efferent" and "aesthetic" reading processes. (HTH)

A study examined whether there was a lack of women's literacy materials and whether this was a shared concern among literacy workers. A questionnaire mailed to organizations most interested in literacy issues and how they pertain specifically to women included these four sections: site specifics, specific questions on reading/resource materials,…

Discusses how pretending to be a character or to help a character with a problem made reading and writing meaningful for middle school students. Describes activities that promoted writing about thinking, thinking as a character would, character integration, creating character journals, and relating to characters. (SR)

Argues that only by reading the same piece of literature at the same time, or by rereading jointly a passage from a work read earlier and in solitude, can students learn what reading strategies other readers use. Argues that reading can be assigned without destroying the spirit and energy of the reading/writing community. (RS)

The abilities of 37 children in grades 2, 4, and 6 to recall and answer questions concerning motives of characters in fables were examined when motives were implicit or explicit with regard to text, or implicit with regard to script. Overall, children had difficulty in comprehending characters' motives. (SLD)

Describes whole language reading workshops used in eighth grade classrooms. Notes that workshops consist of three components: time to read, ownership through self-selection, and opportunities to respond to the reading through dialogue journals. (MG)