Review of Critical Reading Comprehension in the Intermediate Grades.

1941 ◽  
Vol 32 (1) ◽  
pp. 79-80
Author(s):  
Miles A. Tinker
Keyword(s):  
Reading Comprehension ◽  
Critical Reading ◽  
Intermediate Grades

scholarly journals DEVELOPING CRITICAL READING SKILLS FOR INFORMATION AND ENJOYMENT

2018 ◽  
Vol 3 (2) ◽  
pp. 147-158
Author(s):  
Didi Sudrajat
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Process ◽  
Teaching Reading ◽  
Critical Reading ◽  
Review Of Literature ◽  
Comprehensive Plan ◽  
Teaching Principles ◽  
School Programs

 Critical reading has been the issue in teaching reading throughout school programs.  The main objective of the critical reading is to achieve comprehension using various reading techniques.  Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan.  The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading.  This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques.  

scholarly journals Critical Reading With Undergraduate EFL Students in Colombia: Gains and Challenges

2021 ◽  
Vol 23 (2) ◽  
pp. 35-50
Author(s):  
Juan David Castaño-Roldán ◽  
Doris Correa
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Foreign Language ◽  
Critical Reading ◽  
Video Recordings ◽  
Efl Students ◽  
Language Students ◽  
Additional Support ◽  
Foreign Language Students

This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.

Enhancing Reading Comprehension in Middle School Classrooms Using a Critical Reading Routine

2019 ◽  
Vol 55 (4) ◽  
pp. 203-213
Author(s):  
Jade Wexler ◽  
Elizabeth Swanson ◽  
Leigh Ann Kurz ◽  
Alexandra Shelton ◽  
Sharon Vaughn
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Middle School Students ◽  
Instructional Methods ◽  
Reading Difficulties ◽  
Content Area ◽  
Critical Reading ◽  
School Students ◽  
Content Area Teachers ◽  
Upper Level

To learn challenging content, middle school students are expected to read and comprehend complex text. This poses challenges for content-area teachers whose classes typically include students with reading difficulties and disabilities who have a variety of literacy needs. Some students struggle to decode text while many students struggle with complex vocabulary and comprehending upper-level concepts. Teachers can use a variety of instructional methods to increase opportunities for students to engage with text to enhance their understanding of concepts and support reading comprehension. This article provides guidance on how teachers can implement a critical reading of text routine that includes peer-mediated instruction. Adaptations to this routine that teachers can use to address students’ differing needs within the same content-area classroom are included. Resources are provided that teachers can use to differentiate and enhance implementation of the routine.

scholarly journals CRITICAL READING: STUDENTS’ PROBLEMS, STRATEGIES, AND REFLECTIONS

2018 ◽  
Vol 2 (1) ◽  
pp. 20
Author(s):  
Galuh Nur Rohmah
Keyword(s):  
Reading Comprehension ◽  
Reading Skill ◽  
Critical Reading ◽  
Written Responses ◽  
Summary Writing ◽  
Academic Effort ◽  
Effective Strategies ◽  
Qualitative Research Design ◽  
Non Fiction ◽  
Efl Students

Critical reading has been considered as the highest level of reading behavior for English Department students. Students are expected to be able to critically read both non-fiction and fiction texts. This situation, for sure, has made EFL students face lot of problems. This study is intended to reveal students’ problems, strategies, and reflections on critical reading. Revealing those three points becomes an academic effort to add knowledge about critical reading in the EFL reading comprehension course context. This study is approached through a descriptive qualitative research design which primarily focuses on students’ written responses on open-ended questionnaire and interview. The EFL students who join in Reading Comprehension III were asked to give written responses based on statement starters. Then, by purposefully selecting students, they were interviewed to gain more information on their reflection. The findings reveal that students have both linguistic and non-linguistic problems in doing critical reading. The strategies they used cover both reading skill and non-reading skill strategies. The students reflect that reading III course has helped them to sharpen critical reading skill in terms of text analysis, summary writing, and questions development activities. It is suggested to engage students with more activities to evaluate and to develop questions. For further research, exploring effective strategies to read critically is highly recommended.

scholarly journals Employing Critical Reading Strategy to Promote Students’ High Order Thinking Skills

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Ratri Handayani
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Reading Strategy ◽  
High Order ◽  
Critical Reading ◽  
High Order Thinking

This paper aims to share idea about the use of critical reading to stimulate students’ critical thinking and reading comprehension whether it is for academic purpose or reading for enjoyment, particularly in the foreign language learning. The employment of critical reading will automatically involve students’ high-order thinking Skills. Thus, reading strategies is needed as a way to engage students’ active learning during teaching and learning in a reading class. Later on, the beneficial employment of critical reading can be seen from the students’ writing activity of an article critique or a literature review. Student-centered learning is chosen as the teaching method during the reading class. It is believed that students are willingly to get involve, to be active and to be communicative learners. This article will review some previous studies and theory on the employment of critical reading strategy in promoting students’ high order thinking Skills and its effect toward reading comprehension.

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