Critical Reading That Makes a Difference.

Autor/in	Shirley, Fehl L.
Titel	Critical Reading That Makes a Difference.
Quelle	(1983), (21 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Advertising; Classroom Techniques; Critical Reading; Critical Thinking; Educational Objectives; Educational Responsibility; Elementary Secondary Education; Instructional Improvement; Mass Media Effects; Persuasive Discourse; Propaganda; Reading Instruction; Relevance (Education); Student Needs; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Werbung; Klassenführung; Kritisches Lesen; Kritisches Denken; Educational objective; Bildungsziel; Erziehungsziel; Erziehungsverantwortung; Unterrichtsqualität; Persuasion; Persuasive Kommunikation; Leseunterricht; Relevance; Relevanz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Developing individuals who can think and read critically when confronted by the language of commercial and political persuaders is an important goal of reading instruction and of education in general. To make students capable of dealing with the omnipresent propaganda of the modern world, teachers themselves must have a functional concept of critical reading. A model of the critical reading process for use by elementary and secondary school teachers consists of five interdependent phases: (1) awareness of the denotations and connotations of words, (2) suspension of judgment, (3) interpretation, (4) problem solving, and (5) insight. Associative exercises--the study of poetry, analysis of advertisements--and other activities can help elementary and secondary school students understand the emotional power of connotation. Exercises stressing the importance of context, lessons on subliminal advertising, and fables are just some of the techniques that can be used to teach students to suspend judgment. Teachers can use an intensify/downplay pattern of questions to sharpen students' interpretive skills. Both elementary and secondary school students can apply the scientific method to problem solving. When readers understand both themselves and the true nature of a situation, they have reached the last phase of critical reading, insight. (JL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01