ABSTRACT
In previous chapters, we considered a range of issues related to readers, texts, curriculum design, and the specific options surrounding teaching intensive and extensive reading. Much of our discussion at least implicitly focused on reading academic texts, with the majority of text extracts from non-literary sources. The ground we covered on all previous topics could be applied equally to any type of reading, including works of literature. For example, an intensive reading lesson could be focused on a short story or poem just as easily as on a newspaper article or academic text (see Chapter 5). As for extensive reading, we assumed that some or most student selections would be literary in nature (novels in particular-see Chapter 6).
