The article examines the interactive relationship between texts and their teacher- and student-readers. It also suggests instructional and educational implications resulting from these interactions. The author presents several examples of classroom exchanges which illustrate text understandings and highlights instructional factors that influence the process. It is concluded that teachers need to perceive texts as agents with which students interact. It is stated that instruction between teachers and students should impart process skills so that students can gather correct interpretations of text.
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