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Direct linkWang, Elaine; Matsumura, Lindsay Clare; Correnti, Richard – Reading Teacher, 2017
Supporting upper elementary students' higher level (i.e., analytic) thinking about texts in writing is a challenge for many teachers, in large part because what it means to analyze text is not well defined and because this skill is a relatively new expectation in elementary grades. In this article, the authors clarify the goal of three common…
Descriptors: Feedback (Response), Thinking Skills, Elementary School Students, Elementary School Teachers
Hoffman, Jessica L. – Reading Teacher, 2011
The new age of digital media and information technologies demands more complex interpretive meaning-making from readers than ever before. Early childhood teachers must therefore incorporate higher-level literacy instruction focused on interpretative meaning to prepare students to meet these increasing literacy demands. This study redesigned the…
Descriptors: Learner Engagement, Reading Aloud to Others, Kindergarten, Teacher Student Relationship
Hall, Leigh A.; Piazza, Susan V. – Reading Teacher, 2008
This article presents the results of two studies; the first of which offers insight into how three African American boys did and did not utilize a critical literacy stance to interpret texts while the second gives specific suggestions for how teachers might select and use texts in ways that foster students' critical literacy abilities. Results…
Descriptors: African American Students, Teacher Role, Males, Reading Comprehension
Peer reviewedAlbert, Burton, Jr. – Reading Teacher, 1971
Descriptors: Content Area Reading, Context Clues, Creative Thinking, Critical Thinking
Peer reviewedValmont, William J. – Reading Teacher, 1972
Descriptors: Critical Reading, Factual Reading, Informal Reading Inventories, Interpretive Skills
