Vol. 23 No. 2 (2023): Special Issue: Modelling Processes of Comprehension, Aesthetic Experience, and Interpretation in Literary Conversations

Articles

• Introduction to the Special Issue on Modelling Processes of Comprehension, Aesthetic Experience, and Interpretation in Literary Conversations

  Mark-Oliver Carl

  1-9

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• Examining the Value of Literary Conversations A critical mapping review of research into literary conversations in Scandinavian L1 classrooms

  Aslaug Fodstad Gourvennec, Margrethe Sønneland

  1-28

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• Dialogue and defamiliarization The conceptual framing of an intervention for challenging readers and improving the quality of literature discussions

  Michael Tengberg, Maritha Johansson, Margrethe Sønneland

  1-24

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• Instructive Dialogues on Literary Texts A Framework for Dialogic Teaching promoting High-level Comprehension in the Literature Classroom

  Marco Magirius, Daniel Scherf, Michael Steinmetz

  1-27

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• Deeper reading of poetry and prose Effects of a reading process-focused intervention on the text comprehension of 10th grade students in the Netherlands

  Corina Breukink, Ewout van der Knaap, Huub van den Bergh

  1-29

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• Using literary conversations to design stimulating learning environments for all elementary students

  Caterina Mempel, Johannes Mayer

  1-24

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• Towards a Dialogic Ethical Criticism: Examining student responses in classroom debates of poems with ethical invitations

  Dominic Nah

  1-33

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• Insights into Teachers' Funds of Knowledge: Comparing language arts teachers’ stances toward the same poems in everyday and school settingstexts

  Sarah Levine, Anna Sigvardsson

  1-27

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