Making covert processes explicit: A disciplinary heuristic for Reading literary text

Abstract

In this article, we argue that the goal of reading literary text is the creation of interpretation, and we advocate for a research‐based disciplinary literacy heuristic that centers on reading and interpreting literary text. The heuristic serves as a guide for designing instruction that incorporates important instructional principles for English/Language Arts: acceptance of literary ambiguity, use of collaborative discussion, and adoption of asset‐based approaches. We unpack the heuristic and recommend instructional approaches that center student voices in the process of interpreting literary texts, supporting them to learn not only how literature works, but also how to engage in their own interpretations.