Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
8,426
result(s) for
"Critical Reading"
Sort by:
Whole novels for the whole class : a student-centered approach
\"Work with students at all levels to help them read novelsWhole Novels is a practical, field-tested guide to implementing a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, Whole Novels approaches literature as art. The book is fully aligned with the Common Core ELA Standards and offers tips for implementing whole novels in various contexts, including suggestions for teachers interested in trying out small steps in their classrooms first. Includes a powerful method for teaching literature, writing, and critical thinking to middle school students Shows how to use the Whole Novels approach in conjunction with other programs Includes video clips of the author using the techniques in her own classroom This resource will help teachers work with students of varying abilities in reading whole novels\"-- Provided by publisher.
Book
Unveiling critical reading strategies and challenges: a mixed-methods study among English major students in a Vietnamese higher education institution
The objective of this study is to evaluate the critical reading (CR) strategies utilized by English major students at a university in Vietnam, identifying both frequently employed and underutilized tactics. The study encompassed a quantitative survey of 147 students who had successfully finished a CR course in their curriculum, supplemented by qualitative data obtained from semi-structured interviews with 12 individuals. The findings suggest that students have a significant inclination to depend on lower-level cognitive abilities, rather than actively participating in higher-level critical thinking. The study reveals several obstacles that impede the development of effective critical reading skills. These include deficiencies in language proficiency, a limited comprehension of critical reading strategies, insufficient instructional assistance, and a dearth of diverse and captivating critical reading tasks. This study offers a thorough examination of the critical reading techniques and challenges encountered by students majoring in English, illuminating potential areas for enhancing pedagogical practices in reading instruction.
Journal Article
Genre-based strategies to promote critical literacy in grades 4-8
\"Teach critical thinking with book lists and strategies to use with different genres\"-- Provided by publisher.
Book
Cultivating Students’ Reading Skills: Inspiring Reading Comprehension and Motivation Through Critical Reading Strategies
Engaging with and comprehending a text is more significant than mere reading, as it allows for the exploration of profound truths beyond the literal words on the page. Early adolescents often face challenges in acquiring fundamental knowledge, and different reading strategies and levels of motivation can greatly impact their reading experience. Therefore, this study aimed to investigate the influence of Critical Reading Strategies (CRS) on students’ reading comprehension (RC) and reading motivation (RM). The CRS analyzed included pre-scanning, contextualizing, seeking clarification and retention, reflecting on values, summarizing key ideas, evaluating authors’ arguments, and comparing related texts. Millinum Secondary School in Jimka city, Ethiopia, was chosen for the study through convenience sampling; with two ninth-grade student cohorts selected using simple random sampling. Data collection involved pre- and post-intervention RC tests and a self-reported questionnaire to measure reading motivation. The data was analyzed using an independent samples t-test for group comparisons and repeated measures ANOVA for pre- and post-intervention results. The results showed a significant improvement in RC and RM scores for the experimental group post-intervention compared to the control group. The experimental group also demonstrated higher RM scores post-intervention. The study concluded that CRS are essential in enhancing high school students’ RC and RM, with recommendations provided for educators and researchers based on the findings.
Plain Language Summary
Critical reading strategies
Learning to read critically, beyond just decoding words, is crucial for deep understanding, especially for adolescents who often face comprehension and motivation challenges. Our study at Fasilides General Secondary School in Gondar, Ethiopia, investigated if Critical Reading Strategies (CRS) could help. We divided ninth-grade students into two groups: one learned specific CRS techniques (pre-scanning, contextualization, questioning, summarizing, evaluating arguments), while the control group followed standard lessons. After the intervention, our findings were clear: students taught CRS significantly improved their reading comprehension and reported higher motivation to read. This suggests that teaching critical reading skills genuinely enhances high school students’ understanding and enjoyment of reading, offering a valuable approach for educators to boost literacy.
Journal Article
Title: exploring junior high school students' critical reading strategies and reading performance
This paper explored the critical reading strategies and reading performance of junior high school (JHS) students enrolled in both public and private schools. 628 JHS answered the adapted survey questionnaire developed by Anderson and Krathwohl (
2001
) and a researcher-made reading test. The results revealed that JHS students had a high level of awareness of their use of critical reading strategies. However, the results of reading test said otherwise. There is a disconnect with what the students thought they could apply critical reading strategies and their score in the reading test. This paper recommends explicit teaching of critical reading strategies so that JHS students can better prepare themselves for the cognitive and non-cognitive demands in the tertiary level. Furthermore, this paper strongly recommends noncognitive assessments such as reading attitudes and motivations to have a more holistic approach in assessing the critical reading strategies of JHS students.
Journal Article
The effects of reading strategy training on students' reading strategy use and critical reading ability in EFL reading classes
This research examined the impact of explicit reading strategy training on Ethiopian university students' reading strategy use and critical reading ability in the English as a Foreign Language (EFL) context. Two intact classes, a control group (n = 35) and an experimental group (n = 45), participated in the study. The experimental group received 12 weeks of reading strategy training integrated into their English reading skills I classes. A mixed-method quasi-experimental design was employed, using a reading strategy questionnaire, a critical reading ability test, and a think-aloud technique for data collection. Students who received reading strategy instruction demonstrated notable improvements in reading strategy use and critical reading ability. The independent sample t-test and a paired sample t-test showed significant differences in both areas. Qualitative data highlighted compensation and memory strategies, which were not captured quantitatively. The think-aloud data revealed the predominant use of cognitive and metacognitive strategies, along with affective, social, memory, and compensation strategies. Cognitive strategies deepen understanding, and metacognitive techniques enhance interpretation in reading. These findings shed light on the responses of Ethiopian university students to explicit reading strategy training, emphasizing its significance in improving reading strategy use and critical reading ability in an EFL context.
Journal Article
Critical Literacy: Foundational Notes
This article traces the lineage of critical literacy from Freire through critical pedagogies and discourse analysis. It discusses the need for a contingent definition of critical literacy, given the increasingly sophisticated nature of texts and discourses.
Journal Article
Advancing Literary Interpretation via Critical Reading Proficiency: A Sustainable EFL Framework for Generation Z
This research investigates the transformative potential of literary analysis in advancing English proficiency among Egyptian EFL learners, particularly those in the Faculty of Arts and Humanities. The study focuses on the linguistic and analytical challenges encountered by recent public-school graduates in the Suez Governorate, where English instruction is limited to simplified texts and lacks critical engagement. Unlike their counterparts from language schools in Cairo, these students enter university without placement tests, relying solely on their high school grades, which results in underdeveloped critical reading and thinking skills. Sixty Egyptian students participated in this experimental quantitative research design. Drawing on the theoretical framework of Stylistics—a linguistic and literary approach—the paper underscores the value of applying systematic textual analysis to literary works. Stylistics, as a tool for bridging linguistic form and literary meaning, enables students to enhance both their linguistic and interpretive capabilities. By engaging with literary texts through this dual approach, learners develop deeper cognitive skills and greater critical engagement with language. The research argues for integrating Stylistics into the EFL curriculum as a sustainable pedagogical framework to cultivate critical reading proficiency, thereby supporting students’ overall linguistic development and equipping them for professional careers in the arts and humanities. This integration fosters a more profound understanding of language and literature, promoting sustainable language education for Generation Z.
Journal Article