This book presents background information on the current literary
theory known as reader response and examines ways in which response
and the teaching of literature has been researched and the findings
of that research. It effectively demonstrates the diverse manner in
which theoretical principles can be examined using a number of
different frameworks. It investigates new theoretical perspectives
on reader-response theory as well as demonstrating how empirical,
qualitative, and ethnographic research has investigated current
theory. Each chapter on research response to literature integrates
classroom vignettes and actual student responses, in order to offer
the classroom teacher as well as the reading and literature
research new information about the manner in which children and
older students interact with the literature. This volume will be
particularly informative to college personnel and graduate students
interested in theories and research focusing on response to
literature and the teaching of literature. This text is useful as
both a reference for researchers and teachers and a supplemental
text for graduate students.
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