scholarly journals Investigating The Effectiveness of Critical Literacy Approach in Developing EFL students̓ Critical Reading Skills

2021 ◽  
Vol 16 (16) ◽  
pp. 291-324
Author(s):  
ALSHAIMAA ELMAGHRBY
Keyword(s):  
Critical Literacy ◽  
Reading Skills ◽  
Critical Reading

scholarly journals The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills

2017 ◽  
Vol 17 (71) ◽  
pp. 159-174
Author(s):  
SULTAN . ◽  
Ahmad ROFIUDDIN ◽  
NURHADI . ◽  
Endah Tri PRIYATNI
Keyword(s):  
Critical Literacy ◽  
Reading Skills ◽  
Language Teachers ◽  
Critical Reading

scholarly journals Forming Critical Reading Skills in a Low-Intermediate Class of English

2021 ◽  
Vol 12 (1) ◽  
pp. 74
Author(s):  
Nataliia Hromova ◽  
Maryna Kryvych ◽  
Nataliia Chernihivska ◽  
Tetiana Vinnytska ◽  
Ihor Bloshchynskyi
Keyword(s):  
Reading Instruction ◽  
Critical Literacy ◽  
Reading Skills ◽  
Tertiary Education ◽  
Control Group ◽  
Critical Reading ◽  
Reading Abilities ◽  
New Ideas ◽  
Efl Students ◽  
The Given

Critical reading skills constitute an important part of an independent critical reader and are often formed in advanced-level students. It is argued that low-level learners of English also need to get acquainted with the basics of critical reading in the first years of their tertiary education. The aim of this study is to define a range of critical reading elements the low intermediate EFL students can demonstrate within a three-month period of critical reading instruction. The experiment on establishing the students’ attitude to critical reading and defining their critical reading abilities while commenting on texts was conducted. The findings of the questionnaire showed the participants’ attitude to critical reading as the way to question and disagree with the author’s opinion rather than to analyze information. The participants considered themselves quite competent in critical reading but did not see the practical use of applying these skills. A three-month critical reading intervention was introduced and followed by writing final commentaries upon the given text. The survey after the intervention found that the students of the experimental group showed the ability to justify their judgments by supporting claims while commenting upon the given texts. They could also express disagreement with the opinion in the text more often than before the intervention. In the control group, the prevailing agreements with the author’s viewpoint in the commentaries rarely followed by justifications showed the students’ unwillingness to create new ideas and proved their passive roles in dealing with information. Thus, according to the experiment results, the range of critical reading strategies the low intermediate class demonstrated included expressing judgments and supporting claims, finding different points of view on the problem in the text, and expressing disagreement with the given opinion. The amount of irrelevant information the participants mentioned in their commentaries proved the necessity for further interventions in order to engender their critical literacy.

scholarly journals INTEGRATING MULTIPLE INSTRUCTIONAL MEDIUMS TO TEACH CRITICAL LITERACY WITH ADULT LINGUISTICALLY DIVERSE LEARNERS

2018 ◽  
Vol 7 (1) ◽  
pp. 17
Author(s):  
Kaemanje Thomas
Keyword(s):  
Cultural Capital ◽  
Critical Literacy ◽  
Reading Skills ◽  
Tertiary Education ◽  
Developmental Reading ◽  
Linguistically Diverse ◽  
The United States ◽  
First Year ◽  
Critical Reading ◽  
Diverse Learner

Critical reading is the apex of tertiary education and the chief focus in higher education courses as they prepare adults for the workforce. Without significant improvements in academic preparation and support, many linguistically diverse [LD] students will have higher drop out rates in their first year of college. Developmental reading instruction practices are designed to emphasize moving the first-year LD students from sub-par reading levels towards the application and development of critical reading skills, as demanded by their college courses. Many community colleges across the United States prepare assessments tests in reading and mathematics for most, if not all, newly admitted students. These tests are used as placement guides, especially when the newly admitted applicant�s high school transcript or SAT scores do not demonstrate that the student possesses the critical reading or mathematical ability needed to pass the 70 percentage threshold, an indication of being college ready. This paper argues that teaching critical reading requires embracing students� cultural capital and implementing scaffolds that will support the Adult Linguistic Diverse learner/students (ALDl/s). Results from this study indicated that both intrinsic values and instructor�s disposition influence the ALD learner attitudes related to developed critical reading performance. These findings indicate that using multiple instructional mediums [MiMs] had a positive impact on students� critical reading skills and contributed to the ALD learners� comprehension, motivation, and critical reading skills.Keywords: critical literacy; community college; developmental reading; language minority students; adult linguistic diverse learner; culturally relevant teaching; cultural capital.

scholarly journals USING MULTIPLE TEXTS TO TEACH CRITICAL READING SKILLS TO LINGUISTICALLY DIVERSE STUDENTS

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Kaemanje Thomas ◽  
Minkyung Choi
Keyword(s):  
Critical Literacy ◽  
Reading Skills ◽  
Developmental Reading ◽  
Linguistically Diverse ◽  
Thinking Skills ◽  
Diverse Students ◽  
College Level ◽  
Critical Reading ◽  
Linguistically Diverse Students ◽  
Multiple Texts

Mastery of developmental reading courses offers both an opportunity for academic enrichment and a barrier to college completion. We examine what it means to use multiple texts in college developmental reading courses, the benefits of using them, and considerations that instructors may employ in their instructions. A review of the literature indicates Linguistically Diverse students (LDs) often lack the required critical thinking skills needed to tackle the rigor and demand of their college level courses. We conducted a study to tests whether using multiple texts improved LDs critical reading skills.� Participants of 30 undergraduate students taking RDL 500 course were analyzed using pre and posttest results. Findings indicated that integrated use of multiple texts is a practical teaching approach for LDs improved their critical reading skills and their navigation of unfamiliar texts. This implies the use of the one size-fits-all approach may not be an effective pedagogical practice by instructors who teach the LD student.Keywords:�community college; critical literacy; cultural capital; developmental reading; language minority students; linguistically diverse students; multiple texts; sociocultural literacy.

Using Customer Reviews to Build Critical Reading Skills

2007 ◽  
Vol 97 (1) ◽  
pp. 89
Author(s):  
Mary Rice
Keyword(s):  
Reading Skills ◽  
Critical Reading ◽  
Customer Reviews

scholarly journals EFL CRITICAL READING SYLLABUS AND MATERIALS FOR STUDENTS OF THE ENGLISH DEPARTMENT

2019 ◽  
Vol 4 (5) ◽  
Author(s):  
Fathurrahman Imran ◽  
Heri Hidayatullah
Keyword(s):  
Qualitative Research ◽  
Cooperative Learning ◽  
Prior Knowledge ◽  
Learning Style ◽  
Social Life ◽  
Reading Skills ◽  
Learning Model ◽  
English Department ◽  
Critical Reading ◽  
Topic Interest

The demand of a new model of syllabus and materials were implicitly required through the launching of KKNI-based Curriculum in Indonesia. Due to, finding the students’ needs and learning characteristic as the main consideration in developing them became the purpose of this current research. A qualitative research had been conducted to get the data needed by which two kinds of questionnaires were administered then analyzed qualitatively (Likert scale). the respondents involved were 132 students and the results dealt with the learning characteristics showed that the audio was 19.69%, the visual was 50.75%, and khinesthetics was 29.54%. In relation to the students’ needs (four aspects), 1) necessities on topic interest like education (72%), culture (63%), and social life (45%); 2) background knowledge was categorized into good (57.25%), very good (28%),  and not good (14.75%); 3) critical reading goals for both core and sub-skills very agree (42.71%), agree (30.14%), and not agree (27.14%); and 4) learning model tended the cooperative (27.25 very agree), (35.5 agree), (37.25 not agree). Thus, it could be concluded that the students’ learning style dominantly in visual way with cooperative learning model. In addition, the students were eager to have critical reading skills with sufficient prior knowledge but the topic is mostly in the area of education. It is recommended that in developing the syllabus and materials, the lecturers should consider both students’ characteristics and needs.

scholarly journals THE EFL STUDENTS’ CRITICAL READING SKILLS ACROSS COGNITIVE STYLES

2018 ◽  
Vol 5 (1) ◽  
pp. 73-96 ◽  
Author(s):  
Leonardus Par
Keyword(s):  
Reading Skills ◽  
Cognitive Styles ◽  
Main Idea ◽  
Critical Reading ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Significant Difference ◽  
Efl Students ◽  
The Difference ◽  
Reading Texts

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

Direct Instruction in Critical Reading Skills

1983 ◽  
Vol 18 (4) ◽  
pp. 406 ◽  
Author(s):  
William Patching ◽  
Edward Kameenui ◽  
Douglas Carnine ◽  
Russell Gersten ◽  
Geoff Colvin
Keyword(s):  
Direct Instruction ◽  
Reading Skills ◽  
Critical Reading
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