NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Elliott Kuecker – International Journal of Qualitative Studies in Education (QSE), 2024
Reading is an integral part of scholarly practice, though we do not often discuss how our approaches to reading differ, and how these approaches may ultimately make interpretive impact on our research. This essay considers approaches to reading in light of the concepts of proximity and orientation. Though formal "close reading" is a…
Descriptors: Critical Reading, Reading Strategies, Reader Text Relationship, Discourse Analysis
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Deane, Paul – ETS Research Report Series, 2020
A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a "key practice," a bundle of disciplinary skills and strategies that form…
Descriptors: Reading Instruction, Language Arts, Reading Comprehension, Literary Criticism
Hamilton-Wieler, Sharon – 1988
Decontextualization, referring to the abstraction of a written text from all of its contexts, is a flawed concept. Rather than viewing writing as an isolated abstraction, a text's involvement with the human world should be acknowledged. Two major questions arise when dealing with the concept of decontextualization: (1) Can written discourse be…
Descriptors: Context Effect, Critical Reading, Discourse Analysis, Literary Criticism
Peer reviewed Peer reviewed
Bainbridge, Joyce; Pantaleo, Sylvia – New Advocate, 2001
Discusses how four picture books, "Granpa,""The Tunnel,""The Wolf," and "Shortcut," provide the stimulus for children to become more effective readers through the use of sophisticated literary strategies. Explores some of the "gap-filling" required of readers as they deal with the indeterminacies…
Descriptors: Audience Awareness, Class Activities, Critical Reading, Picture Books
Schriver, Karen A. – 1990
Arguing that writers must be able to evaluate the quality and effectiveness of the texts they produce, this paper begins by isolating some of the persistent questions raised by people in education, business, and government who want to judge how well their texts are working. The paper then compares the cognitive processes involved in "reading…
Descriptors: Audience Awareness, Critical Reading, Discourse Analysis, Reader Text Relationship
Musthafa, Bachrudin – 1996
Noting that children must be provided with the opportunity to read various types of text as early as possible if they are to develop into strategic and self-directed readers, this paper presents research evidence to show that every text type makes unique demands on readers. The first section of the paper discusses reading in the school context,…
Descriptors: Content Area Reading, Critical Reading, Elementary Education, Instructional Improvement
Zbikowski, John; Collins, Jerre – 1994
This paper discusses the concept of literature as a moral laboratory in which author and readers run complex thought experiments about human actions and their consequences. The paper warns that discussion of the role of literature in building moral character and moral communities needs to be based on a better understanding of what literature is…
Descriptors: Critical Reading, Ethical Instruction, Higher Education, Learning Strategies
Peer reviewed Peer reviewed
Aaronson, Shirley – Research & Teaching in Developmental Education, 1987
Suggests that reading students be taught to write symbolic codes alongside the text to identify new terms, similarities in ideas, cause-effect relationships, important or difficult ideas, etc.; and to use mnemonics to record their responses to the text (e.g., whether they were bored, confused, surprised, or in agreement). (PAA)
Descriptors: Community Colleges, Critical Reading, Learning Strategies, Metacognition
Pearson, P. David; Dole, Janice A. – 1988
Reading comprehension can be more effectively taught using new instructional frameworks--such as explicit comprehension instruction--rather than the basal reading model. Traditionally, comprehension has been taught through a process of mentioning the skill that students should apply, practicing the skill in workbooks, and assessing student…
Descriptors: Basal Reading, Cognitive Processes, Critical Reading, Instructional Effectiveness