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 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 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

Teaching LD Students Critical Reading Skills: A Systematic Replication

1987 ◽  
Vol 10 (2) ◽  
pp. 82-91 ◽  
Author(s):  
Craig Darch ◽  
Edward J. Kameenui
Keyword(s):  
Direct Instruction ◽  
Reading Skills ◽  
Effective Practices ◽  
Elementary Level ◽  
Critical Reading ◽  
Approaches To Teaching ◽  
Treatment Groups ◽  
Systematic Replication ◽  
Instruction Group ◽  
Treatment Conditions

Two approaches to teaching elementary-level LD students three critical reading skills were contrasted. Students were randomly assigned to one of two treatment conditions: (a) direct instruction and (b) discussion/workbook. The former featured training in using specific rules and strategies to detect instances of faulty arguments whereas subjects in the latter group were taught via a discussion/workbook approach, encouraging student involvement through discussions on how to use critical reading skills. Both treatment groups received 40-minute lessons for 12 consecutive school days. Three dependent measures designed to assess students' knowledge of the three critical reading skills were administered. Subjects in the direct instruction group were found to significantly outperform their counterparts in the discussion/workbook group on each measure. Results are discussed in terms of their implications for development of effective practices for teaching comprehension.

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 FORMATIVE ASSESSMENT OF CRITICAL READING SKILLS IN HIGHER EDUCATION IN RUSSIA IN THE CONTEXT OF EMERGENCY REMOTE TEACHING

2021 ◽  
pp. 137
Author(s):  
Ksenia Antonova ◽  
Nadezhda Tyrkheeva
Keyword(s):  
Formative Assessment ◽  
Reading Skills ◽  
University Education ◽  
State University ◽  
Critical Reading ◽  
Language Competence ◽  
Postgraduate Students ◽  
Saint Petersburg ◽  
Learning Conditions

The paper considers the role of formative assessment of critical reading skills within the framework of distance education in conditions of emergency remote teaching English as a foreign language. A model of descriptors for assessment of critical reading skills at 4 levels of language competence and 3 levels of university education has been developed and tested on undergraduate and postgraduate students majoring in Economics, IT and the Humanities in Saint-Petersburg State University of Economics. The model has been tested and conclusions have been made about the effectiveness of formative assessment as a supplementary/helpful tool for the development of critical reading skills in emergency learning conditions of COVID pandemic.

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