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Keen Readers: Adolescents and pre-twentieth century poetry

This article reports findings from a 3-year longitudinal action research case study of six adolescent readers' responses to a range of pre-twentieth century poems. The aim of the research was to foster intellectually perspicacious and also enthusiastic readers. Pedagogy is described and advocated which synthesises the response approach with specific teaching to ensure examination success for students. The term 'responsive teaching' has been coined to denote this synthesis because it is a teaching and learning methodology founded upon readers' responses. Theorising about pedagogy and reading emerges from the developmental evidence of readers' reading. It is suggested that conclusions drawn concerning the relationship between the motivation and attainment of readers and the teaching and learning methodology they experienced may be of value in other areas of the curriculum.