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Recentering Rosenblatt to Address the Engagement Gap in State Standards

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Title: Recentering Rosenblatt to Address the Engagement Gap in State Standards
Language: English
Authors: Ryan Judkins, Samantha Collins, Sarah Esberger, Leah Singerman
Source: English Journal. 2026 115(3):41-49.
Availability: National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: State Standards, Learner Engagement, Reader Text Relationship, Reading Instruction, Skill Development, Middle School Students, High School Students, Reader Response, Reading Skills, Social Emotional Learning
Geographic Terms: Tennessee, New York (New York)
DOI: 10.58680/ej2026115341
ISSN: 0013-8274
2161-8895
Abstract: Four classroom teachers explain how they addressed the absence of student engagement in state standards and improved their classroom practices by recentering ideas from Louise Rosenblatt's 1938 book "Literature as Exploration." Rosenblatt offers a correction to the current moment of state standards that marginalize or exclude readers' engagement with texts. Over the last two decades, public K-12 teaching has become text-centric and output-focused. Rather than being at best silently permitted or at worst exiled to the fringes, students' authentic engagement with texts should be seen as a necessary precondition to the teaching of analytical skills. Otherwise, skills development is a mere intellectual exercise, quickly forgotten and devoid of meaning.
Abstractor: ERIC
Entry Date: 2026
Accession Number: EJ1505667
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22English+Journal%22"><i>English Journal</i></searchLink>. 2026 115(3):41-49.
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  Data: National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink><br /><searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
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  Data: Four classroom teachers explain how they addressed the absence of student engagement in state standards and improved their classroom practices by recentering ideas from Louise Rosenblatt's 1938 book "Literature as Exploration." Rosenblatt offers a correction to the current moment of state standards that marginalize or exclude readers' engagement with texts. Over the last two decades, public K-12 teaching has become text-centric and output-focused. Rather than being at best silently permitted or at worst exiled to the fringes, students' authentic engagement with texts should be seen as a necessary precondition to the teaching of analytical skills. Otherwise, skills development is a mere intellectual exercise, quickly forgotten and devoid of meaning.
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      – SubjectFull: State Standards
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Reader Text Relationship
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      – SubjectFull: Reading Skills
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      – SubjectFull: Tennessee
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