Teaching Critical Reading in the Content Areas. Techniques.

Autor/in	Valaitis, Mirga
Titel	Teaching Critical Reading in the Content Areas. Techniques.
Quelle	In: Lifelong Learning, 11 (1988) 7, S.28-30 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Education; Classroom Techniques; Content Area Reading; Critical Reading; Reading Comprehension; Reading Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Klassenführung; Sinnerfassendes Lesen; Kritisches Lesen; Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The new General Educational Development test demands that students read critically. Teaching critical reading presents a twofold challenge to teachers. First, they must help students expand their knowledge in content areas. They must also teach students the skills involved in reading critically. Because the skills entailed in critical reading are not skills that a teacher can demonstrate, the method of providing learning activities once reading has been completed is not appropriate. One effective method of teaching critical reading is that developed by Harold Herber. Supported by more than 20 years of research, the method emphasizes preparation for and guidance during reading rather than postreading activities. During the preparation stage, the teacher prepares students to receive new information. This serves to motivate students and provide them with a frame of reference into which to receive ideas. Then, during guided reading, students learn to use the processes necessary to obtain meaning from what they read by participating in a simulation of the reading process. Students use a teacher-prepared reading guide that consists of literal and critical statements for students to verify or dispute as they read. Students work in groups of three to five, and teachers check the students' work. Unlike traditional methods of reading instruction in which most discussion takes place after the material has been read, here the discussion takes place before reading and before they have encountered difficulty in comprehending. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01