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Developed the concept of interpretive communities that shape readers' understanding of texts.

Emphasized the reader's role in creating the meaning of a text with her Transactional Theory.

Initiated the concept of implied reader and reader's role in realizing textual meanings.

Emphasizes the reader's role in interpreting texts, suggesting meaning is not fixed but created during the reading process.

An approach focusing on the reader's emotional responses to the stylistic elements of the text.

Known for his concept of the 'horizon of expectations' which frames how a reader's historical and cultural context influences their interpretation of a text.

A branch of reader-response theory that values personal interpretation over other contexts.

His 'identity theme theory' suggests that readers interpret texts in ways that express their own identities.

The notion that readers' understanding of a text is shaped by their own cultural and historical context.

A concept introduced by Wolfgang Iser as the reader's version of the author's anticipated audience.

Louise Rosenblatt's framework where the reader engages in a transaction with the text, creating meaning.

The shaping of a text's meaning by other texts, which can affect reader interpretation.

The principle that the reader has freedom in constructing the meaning of a text.

Critiques include the potential neglect of the text's materiality and undervaluing of the author's role.

Focuses on the psychological dimensions of reading, such as subconscious responses and defense mechanisms.

Addresses how a reader's ethnicity and cultural background can shape their interpretation of a text.

Considers how gender influences the way readers create meaning from texts.

Opposed to the implied reader, this is the real individual engaging with the text, bringing their own experiences.

Emphasized text's structuring role in guiding reader's interpretation with his concept of 'syllepsis'.

A reading practice focused on personal engagement and emotional response to the text.

Reading to extract information, often at the expense of a personal connection with the text.

Asserted that texts have no meaning until they are read and promoted the 'subjective criticism' method.

His work included critiques of reader-response theory, arguing for a 'criticism in the wild' that accounts for the unpredictability of reading.

Examines the ethical responsibilities and choices of readers as they interpret texts.