Too often teachers ask students to forget their personal experiences in relation to a literary work when they come into the classroom. Many classroom practices (selection of materials, book report/test syndrome, and ineffective assignments) can be detrimental to the pleasure in reading and the building of a desire for continued interest in books. An environment can be created in which students feel comfortable about discussing their responses to their reading, including such approaches as (1) reading groups--developing small reading interest groups that suggest to students that one reason for reading is the opportunity to share reading experiences with others; (2) oral and dramatic activity--providing an aesthetic dimension and aiding comprehension and appreciation; (3) writing activity--encouraging the student's response to what has been read without dwelling unduly upon critical reaction; and (4) media activity--making the study of literature more interesting by adding a dimension that is part of students' lives. Rather than teaching literature as a depersonalized object that has little relevance to the students' lives outside the classroom, teachers must acknowledge the great importance of the reader's personal response and the text. (HOD)