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"There is no more definitive, and readable, account of why we have witnessed a huge increase of reading-disabled studentsand why we are mostly wrong in framing this and many other academic problems as a disability. Spear-Swerling and Sternberg masterfully demonstrate the disconnects between ...

"There is no more definitive, and readable, account of why we have witnessed a huge increase of reading-disabled studentsand why we are mostly wrong in framing this and many other academic problems as a disability. Spear-Swerling and Sternberg masterfully demonstrate the disconnects between scientific evidence about poor reading and the views pushed by large parts of the learning disabiliyt industry. . . . A must-read for educators and a should-read for everyone interested in education".Albert Shanker, President, American Federation of Teachers.

Molly Abel Travis unites reader theory with an analysis of historical conditions and various cultural contexts in this discussion of the reading and reception of twentieth-century literature in the United States.

Travis moves beyond such provisional conclusions as "the text produces the reader" or ...

Molly Abel Travis unites reader theory with an analysis of historical conditions and various cultural contexts in this discussion of the reading and reception of twentieth-century literature in the United States.

Travis moves beyond such provisional conclusions as "the text produces the reader" or "the reader produces the text" and considers the ways twentieth-century readers and texts attempt to constitute and appropriate each other at particular cultural moments and according to specific psychosocial exigencies. She uses the overarching concept of the reader in and out of the text both to differentiate the reader implied by the text from the actual reader and to discuss such in- and-out movements that occur in the process of reading as the alternation between immersion and interactivity and between role playing and unmasking.

Unlike most reader theorists, Travis is concerned with the agency of the reader. Her conception of agency in reading is informed by performance, psychoanalytic, and feminist theories. This agency involves compulsive, reiterative performance in which readers attempt to find themselves by going outside the self -- engaging in literary role playing in the hope of finally and fully identifying the self through self-differentiation. Furthermore, readers never escape a social context; they are both constructed and actively constructing in that they read as part of interpretive communities and are involved in collaborative creativity or what Kendall Walton calls "collective imagining".

In Shelley and His Readers, the first full-length critical analysis of the dialogue between Shelley's poetry and its contemporary reviewers, Kim Wheatley argues that Shelley's idealism can be recovered through the study of its reception. Incorporating extensive research in major ...

In Shelley and His Readers, the first full-length critical analysis of the dialogue between Shelley's poetry and its contemporary reviewers, Kim Wheatley argues that Shelley's idealism can be recovered through the study of its reception. Incorporating extensive research in major early-nineteenth-century British periodicals, Wheatley integrates a reception-based methodology with careful textual analysis to demonstrate that the contemporary reception of Shelley's work registers the immediate impact of the poet's increasingly idealistic passion for reforming the world.

Wheatley examines Shelley's poetry within the context of Romantic-era "paranoid politics, " a heightened language of defensiveness and persecution incorporating Miltonic and apocalyptic imagery that paints adversaries as Satanic rebels against the orthodoxy. A simultaneously empowering and disabling dynamic, the paranoid style embodies a preoccupation with the efficacy of the printed word, thus singling out radical writers such as Shelley for personal attacks.