Abstract
reading and response has acquired the force of a cliche.' Certainly the reader-response criticism to which Freund refers has become a dominant force among literary theorists today. Moreover, the increasing influence of this criticism on the teaching of literature is evidenced by the growing number of recent books intended for teachers which incorporate various aspects of reader-response theory.2 The purpose of this discussion is to review reader-response theory in terms of empirically derived models of the reading process proposed by cognitive psychologists in order to determine the degree to which readerresponse theory is supported by these models. Clearly, if support is not provided, reader-response theory cannot serve as a defensible basis for the teaching of literature since such teaching would be founded upon false notions of how reading proceeds.
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