Research in the Teaching of English - Volume 37, Issue 1, 2002

The paper focuses on intertextual conflicts during teacher-class interactions where teachers are reading and modeling texts as well as guiding children to read and talk about text content, purposes, genres, and structures. These conflicts are identified and examined within a conceptual framework that accounts for intertextuality in terms of written texts, lived experiences, lessons, and processes in individuals.

This study describes ways in which a small group of preschool children responded to typical information books during read-aloud sessions. Responses were coded according to a content analysis system that included focus of talk and type of talk. The results indicate that even young children are attuned to characteristics of texts and that those characteristics (especially illustrations) have a powerful influence on children’s responses.

This study examines how 10 kindergarten through 4thgrade teachers shared poems and stories with their students. Analysis focused on how teachers performed the texts, how children participated in reading the texts, and what kinds of discussions and curriculum activities surrounded the readings. Full text available in print issue only.