experience the envisionment-building process in a recursive
manner, experiencing all four stances nonsequentially, at any
given moment in their reading.
is a natural process that all readers utilize. It suggests how
teachers can help their students become more able readers. By
asking questions framed in the various stances, teachers can
help students gain a rich array of knowledge from different
readers are not cognizant of the stances as they build an understanding
of what they read, nor do they need to be. But less successful
readers need to learn the active process of thinking about texts
in order to learn how to make meaning out of what they read.
readers engage in literature, gaining an understanding of not
only the text, but also insight about the world in which we
live and the human experience.
provides readers with a variety of legitimate responses, allowing
them to make connections to their own lives, examine others',
as well as to explore the craft of the author.
envisionment-building process is a valuable experience for students.
It permits them to rely on their own understandings and background
experiences, as well as their powers of observation and analysis
to form a multi-faceted experience with an interpretation of