Reading Response Framework for Student-Led Discussion in an English Methods Course

Authors

  • Katherine Mason Cramer Wichita State University

DOI:

https://doi.org/10.62704/66666

Keywords:

reading response framework, student-led discussion, teacher education course

Abstract

The author describes the impetus and context for a change to her in-class reading response learning activities and shares a reading response framework that prepared students to lead class discussions.

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Author Biography

  • Katherine Mason Cramer, Wichita State University

    Katherine (Katie) Mason Cramer, Ph.D. (she/her) is starting her 16th year as Program Chair and Professor of English Education in Wichita State University’s School of Education. Prior to earning her doctorate, Katie was a middle school English teacher in Kansas City, Kansas, Public Schools. She has been a member of KATE and on the Executive Board since moving back to Kansas (from Arizona and Georgia) in 2010, and she has served as Editor of Kansas English since 2017. Under her leadership, Kansas English has been honored with NCTE’s Affiliate Journal of Excellence Award in 2020, 2021, 2022, 2023, and 2024. Katie’s research and publications center the use of young adult literature to recognize, affirm, and teach diverse genders and sexualities in ELA classrooms and curricula. She can be reached at Katie.Cramer@wichita.edu.

Kansas English, vol. 106

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Published

2025-07-15

Issue

Vol. 106 (2025)

Section

Teaching Tips

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

Reading Response Framework for Student-Led Discussion in an English Methods Course. (2025). Kansas English, 106. https://doi.org/10.62704/66666