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Reading Research and Instruction Volume 31, 1991 - Issue 2
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Original Articles

The effects of aesthetic and efferent teaching approaches on undergraduate students’ responses to literature

Donna L. Wiseman Texas A&M University
&
Joyce E. Many Texas A&M University
Pages 66-83 | Published online: 28 Jan 2010

Citations (5)

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Read on this site (3)

Eric J. Paulson & Sonya L. Armstrong. (2009) Situating Reader Stance Within and Beyond the Efferent–Aesthetic Continuum. Literacy Research and Instruction 49:1, pages 86-97.
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Jacqueline Parten Gerla. (1996) RESPONSE‐BASED INSTRUCTION: AT‐RISK STUDENTS ENGAGING IN LITERATURE. Reading & Writing Quarterly 12:2, pages 149-169.
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JoyceE. Many. (1996) WHEN THE LITERARY EXPERIENCE IS A DIFFICULT EXPERIENCE: IMPLICATIONS OF READER‐RESPONSE THEORY FOR LESS PROFICIENT READERS. Reading & Writing Quarterly 12:2, pages 123-135.
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Articles from other publishers (2)

Jennifer VanDerHeide. (2018) Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments. Reading Research Quarterly 53:3, pages 323-344.
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John E. McEneaney, Ledong Li, Kris Allen & Lizabeth Guzniczak. (2009) Stance, Navigation, and Reader Response in Expository Hypertext. Journal of Literacy Research 41:1, pages 1-45.
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