An investigation of teaching/learning strategies for extending adolescent responce to literature and the role of the teacher in encouraging response
Reader—response to literature is a multi—varied theoretical perspective. While recognizing and acknowledging the diversity associated with reader—response, an attempt has been made to examine how teachers can best initiate and encourage adolescent response to literature within a broad practical...
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| Language: | English |
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2009
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| Online Access: | http://hdl.handle.net/2429/5099 |