Reader Response Journals in Pre-service Instruction: Novice Teachers Reflections on their Classroom Implementation

The study described in this paper examines how five novice intermediate English language arts teachers implemented reader response journals, an instructional strategy they learned about in their pre-service English methods course. While using response journals in their classrooms, novice teachers provided student encouragement, thoughtful reflection on their approach, modification as needed, and a consistent positive attitude, even in the face of challenges. Study findings indicate that the theory and practice acquired in their pre-service course was beneficial to them, and that gaining confidence in themselves as teachers through further practice and experiences would enhance their effective use of this classroom strategy.