Reader response in elementary classrooms

Think of reading as a expedition that is both figurative and literal. As readers move through a text, they take in physical sensations, feelings, and the sense they make of the story, and they come away with a better understanding of themselves, other people, and the wider world. Curiosity often sends them looking for facts beyond the page. Because the experience stays with them, they can revisit it long after finishing, and its lessons can shape a life.

This volume has two goals. The first is to define the core principles of reader response theory and explain how it describes the act of reading. The second is to lay out a philosophy of teaching and show classroom methods that draw out and deepen children's responses. The author argues that understanding how readers shape a text, and how reading unfolds in their minds, offers a practical foundation for classroom instruction.

The essays present a range of approaches, including whole-class and small-group discussion, story drama, readers' theatre, and journal writing. Students may also respond through scripts, letters, original stories, and a technique called "body punctuation." Each strategy is shown in use through case studies drawn from real elementary classrooms.