The Dynamics of Reading Genre Fiction: Researching and Teaching Interpretive Practices.
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| Title: | The Dynamics of Reading Genre Fiction: Researching and Teaching Interpretive Practices. |
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| Authors: | LeBlanc, Robert Jean1 (AUTHOR) robert.leblanc@uleth.ca, Stornaiuolo, Amy2 (AUTHOR) |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-17. 17p. |
| Subject Terms: | *Engaged reading, *Reading comprehension, *Language arts, Fiction genres, Literary interpretation, Narration, Literary theory, Sociocultural factors |
| Abstract: | Genre fiction dominates the contemporary literary landscape and shapes how people read. Defined by recurring formal conventions—familiar plots, archetypal characters, and established worldbuilding tropes—and sustained by powerful publishing and marketing systems, genre fiction offers distinctive narrative dynamics with rich potential for English Language Arts (ELA) instruction. Drawing on contemporary literary theory and the sociology of the novel, this conceptual article identifies four such dynamics: (1) iterability, the patterned repetition of narrative elements; (2) narrative interest, the strategic use of suspense, curiosity, and surprise; (3) serialization, the unfolding of stories across multiple installments; and (4) spectacle, the amplification of dramatic or maximalist moments. We argue that attending to these dynamics can help educators make the interpretive processes of literary reading more visible to students, fostering deeper engagement, inclusivity, and interpretive flexibility. We also outline how these dynamics can be operationalized in empirical research to investigate interpretive work in real time, examine how readerly practices developed through genre fiction transfer to other literary forms, and analyze how cultural and commercial forces mediate these processes. By integrating genre fiction into both curricular design and literacy research, educators and scholars can better understand and leverage the narrative strategies that define much of contemporary reading culture. In doing so, they can connect literacy pedagogy to the realities of students' reading lives, expand the scope of disciplinary inquiry, and contribute to ongoing conversations about literary interpretation, engagement, and the role of disciplinary practices in a changing textual landscape. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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