Koskinen, P. S. (Ed.), Grant, R., Guthrie, J., Bennett, L., Rice, M. E., McGough, K. (1994). Developing engaged readers through concept-oriented instruction. The Reading Teacher 47, 4. 338-40
The concept orientated reading instruction project was created for the children to motivate them to read and give them a means to explore the world around them. Used in a grade five American classroom with a mixture of diverse backgrounds, using what the researchers call observe and personalize, search and retrieve, comprehend and integrate and communicate to others researchers found this program to be a success. They concluded that the students were beginning to read more, not only in quantity, but also more frequently. Students were also found to be discussing books more with family and friends. In fact, when it came time to move on to a different activity, the students protested against leaving what they were reading and the activity that they were working on.

Leggo, C. (1998). Open(ing) Texts: Deconstruction and Responding to Poetry. Theory Into Practice, 37, 186-192.
Leggo looks at deconstruction in a simplistic form. He feels there are three main areas in the deconstruction process: critical, literate and creative. Using deconstruction for responding to poetry is helpful to children, for it is such a different genre than what they are used to. Leggo notes that "instead of a hidden meaning that must be revealed, the poetic text is a site where the reader's imagination, experience, understanding and emotions come into play." Therefore, there are not any incorrect responses. This will in turn build a child's confidence in their analysis of poetry. Leggo believes there should be plural responses, and expresses this by quoting Marshall(1992). Marshall stated that "we need to hold in our minds a place for interpretations that are other than ours."

Love, R. (1993). Gender Bias: Inequities in the Classroom. IDRA Newsletter, 20, 2.11-12
This article addresses the problem of biases, not only in literature, but also in math and science texts. Love feels that when this occurs it has damaging side affects for both boys and girls. The boys and girls see themselves portrayed in particular roles which will reinforce the stereotypes. In a study of various books, it was found that boys are portrayed in energetic roles, completing various roles, while the girls were more passive, having jobs like nursing, and home makers. The children see a narrow field of what jobs a boy and a girl should do later in life.