WHEN THE LITERARY EXPERIENCE IS A DIFFICULT EXPERIENCE: IMPLICATIONS OF READER‐RESPONSE THEORY FOR LESS PROFICIENT READERS

Abstract

I examine the difficulties some readers face when reading literary works. I draw from reader‐response theory to emphasize that in literary transactions readers play vital roles as active interpreters of meaning. By integrating their past literary and life experiences with the world of the text and by using their imaginative powers, readers breathe life into literary works. From the research on proficient and less proficient readers’ responses to text, I highlight the difficulties that researchers have observed some readers to have during this creative process. I then discuss classroom approaches to literature that can help readers develop their ability to become an active partner with the text in creating meaning from literature.