Children's literature has become a central component of many elementary reading programs. The multiple benefits of using children's literature in classrooms have been well documented (Cullinan, 1989a, 1989b; Fuhler, 1990; Galda and Cullinan, 1991; Huck, 1987). Reading programs using literature as their core content vary in organization and structure (Hiebert and Colt, 1989; Tunnel and Jacobs, 1989; Zarrillo, 1989; Zarrillo and Cox, 1992). Publications, workshops and university courses abound as educators continue to explore the use of literature and literary response in elementary and middle school classrooms.
Pantaleo, S. (1995). What do Response Journals Reveal about Children's Understandings of the Workings of Literary Texts?. Reading Horizons, 36 (1). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol36/iss1/6