本文簡介蘿森布蕾特及其閱讀交互理論。蘿森布蕾特認為閱讀過程乃由語境、文本、及讀者三方交互作用而形成，其中讀者在閱讀過程所佔的地位最具關鍵性。蘿森布蕾特指出天下沒有所謂「一般讀者」；每位讀者都因其獨特之文化、社會、及成長背景影響，而衛生個人特有的語言經驗儲槽(linguistic-experiential reservoir)。儲槽內涵因人而異，讀者閱讀過程自然不一而同。蘿森布蕾特對閱讀交互理論對當前的英語教育有重要的意義；例如，英語教師應該認知學習者有個別差異，唯有儘量設身處地，站在學生的立場，才能鼓勵他們充分利用語言經驗儲槽順利閱讀。此外，教師亦應教導學生隨著不同的目的調整閱讀立場，唯有掌握「導出性與美感性閱讀」(efferent-aesthetic reading)之間的彈性，方能正確閱讀。

The critique is aimed to introduce Rosenblatt and her transactional model. Rosenblatt proposes that reading processes are conditioned by three critical elements: the context, the text and the reader. The reader is suggested to assume the most pivotal part in the reading process. Rosenblatt argues that there is no such thing as a generic reader because each reader possesses a unique linguistic-experiential reservoir, which has been shaped by his/her own cultural, social and personal history. The differences, as a result, distinguish one reader from another when the individual is engaged in a reading activity. Rosenblatt's transactional model has important pedagogical implications for second language teaching. Among other things, language teachers should recognize the differences of learners, stand in their shoes and take full advantages of their individual linguistic-experiential reservoirs. Moreover, L2 students should be encouraged to acquire efferent-aesthetic repertory to read flexibly and accurately for different purposes.