What is invited reading and resistant reading?

Invited reading is when a
reader is able to read a text because he or she has the background to do so.  Resistant reading
is when the readers background knowledge or ideology contradicts the
text.

There are many approaches to teaching reading.  In any
case, there is a difference between the writers intent and the readers background.  The readers
background influences the meaning made by the reader.

Invited reading is when
a reader is more likely to agree with or understand the text.

This is more likely to occur when there is a close match between the experiences,
values and understandings set up in the text and shared by the reader. (see second link, p.
13) 

From this point of view, meaning is generated not
just by the author, but by the readers interpretation.  Every reader is different.  Also, a
reader can read something more than once, such as at different ages or stages, and get very
different interpretations.  A reading can be different each time.

This approach does not lock readers into one invited reading. Multiple readings or
meanings can be generated from the same text because of what each reader brings to that text.
(see second link, p. 13)

Sometimes, a reader has a
background or cultural assumption that does not match the text.  In this case, resistant reading
might develop.  This means that the reader does not agree, or does not know about, the content. 
This reader is not going to have the same reaction as an invited reader would.

Reading practices generated from the world-context-centred approach
allow more radical challenges to the texts invited readings, by facilitating a challenge to the
texts cultural assumptions. (p. 13)

Using reader-centred
approaches, readers may read more than the texts invited meaning.  Teachers can recognize that
every reader will approach the meaning-making process differently.  What can teachers do? 
Teachers can help generate invited reading by building background knowledge.  Teachers can also
avoid resistant reading by helping students be more tolerant to divergent or opposing
viewpoints.