The Literary Express (2002).
http://www.mdk12.org/practices/support_success/mspap/tips/reading/bonnie/literary_express-reading.html
Trying to improve the school system in Maryland, USA, this site looks at the Reader Response theory of Judith Langer. She believes that through carefully crafted questions, children are able to make more meaningful responses on what they have read. To do this there are several steps to take. (1) Stances ("the stances should help children turn teacher-directed questions, into self-directed ideas") (2) Global Understanding (this allows teachers to see if the students have the basic understanding of a text. If they do not, the student will re-visit the text), (3)Developing Interpretation (by asking interpretation questions, the student will then "revisit the text to extend their meaning"), (4) Personal Response (this allows students to examine their "meaning in relationship to the world around them), (5) Critical Stance ("As students evaluate the author's use of technique, students are able to discover latent meaning in the text studied").

Useful Instructional Strategies for Literature-Based Instruction.
http://www.eduplace.com/rdg/res/literacy/lit_ins4.html
This website has described several different ways for students to respond to literature, each with different reasons as to why mentors or teachers should use them. They speak of Scaffolded Instruction, which gives students support when they begin to learn. Eventually, the teacher will allow the child to become more independent, if this does not happen the process continues. Modeling helps to construct meaning. The teacher can also use this through demonstrating response activities and discussions and with reading aloud. Having Choices allows the student to read and write what they want to, this in turn allows "them to actively construct their own meanings." Finally, Prior Knowledge Activation gives the student a chance to "use prior knowledge to interact with a book." When all of these are taken into consideration, they feel that it will allow "active construction of meaning."

What research suggests schools can do to improve boys' performance. [Online]. Accessed 07/02/02:
http://www.literacytrust.org.uk/Research/boysact.html
This article looks at why there is a large gap between the learning levels of boys and girls and how it can be remedied in the school system. They feel that boys have more special needs than the girls do, however there is no "simple explanation" as to why there is a gap between them. Regardless, there is a gap, and they note that teachers should challenge stereotypical thinking. They also identify points which can be applied in the classroom, such as, placing the under-achievers with the high achievers, give information in small doses, and have more discussion, group work, and active involvement, among others. They also believe that students should not receive a mark on an assignment, but the teacher should give them constructive criticism.