Analyzes Gabriel Garcia Marquez'"A Very Old Man with Enormous Wings" while calling attention to aspects of a critical approach that is universal in its grasp. Proposes that it is the reader who has to allow the text to engage the reader's critical participation. (PM)

Presents current thinking and practices in Queensland, Australia, about how to do critical assessment in the English classroom. Proposes and discusses a framework that brings together interest in text analysis and social practices. Applies the framework showing how it can be used to generate writing tasks and assessment criteria that are…

Uses the examination of materials designed to teach critical reading to review the three criteria discussed in previous Instructional Resources columns: content validity, transfer potential, and amount of reinforcement. (MG)

Advocates teaching at-risk secondary and higher education students to read critically. Discusses seven activities for teaching critical reading, which involve reading and writing in a cooperative learning environment. (RS)

Examines performance as a literary critical method. Describes group performances of James Dickey's "The String" in an advanced college interpretation course, and considers two central issues: (1) what is learned through the performance of a specific literary work; and (2) what features of a concrete text require performance attention,…

A description is given of a reading program for first grade students that encouraged children to move to higher-level thinking skills by removing the constraints of basal readers and involving them in the creative and analytical reading of fairy tales. (JD)

Analyzes the familiarity or distance aspects as well as interest in topics of texts in the light of reader-text interaction. Results found that familiarity and interest with a topic of a text may influence the reading process in terms of evaluation, reader text interaction, and critical reading. (20 references) (Author/VWL)

Argues that confirming reading predictions emphasizes supporting evidence, while refuting predictions reinforces positive patterns of logic and scientific inquiry. Shows how teachers can change questions of confirmation to questions of refutation, using question examples about the story "Old Ben Bailey Meets His Match." (MM)

Suggests ways to adapt basal reading instruction to content area reading instruction. Includes adaptations of three common basal procedures: (1) setting the purpose; (2) developing a vocabulary; and (3) discussing the selection. (JAD)

Uses a "New York Times" story about a bloody international conflict to measure (with college students) the effect of adding background and context information within the story itself and in a separate graphic on reader understanding of the background and context of the dramatic event. Finds that both techniques are highly effective. (NKA)

Based on a comprehensive language proficiency assessment project, this article reports on a four-level scale that assesses literary interpretation. The notional components are sequenced from the specific and concrete to the general and abstract, with focus on literary components that can be used to interpret any work. (Author/LB)

Claims evidence from meta-analysis justifies the use of computer-based instruction in reading comprehension. Discusses specific applications of comprehension strategies that foster knowledge building and understanding. Provides annotated URLs for teaching critical reading and offers URLs for on-line programs and information on teaching critical…

Describes a critical reading unit in which one seventh-grade class read L. Sacher's "Holes" and three other classes read texts of their choosing along with a partner. Notes that the goal was to set up a context for the students, as readers, to experience the main character's growth--for them to become active, independent, passionate readers. (SC)

Suggests that educators need to let students know that sometimes messages are sent in the hopes of confusing or misleading readers or listeners. Notes that people sending such messages include politicians, marketers, educators, parents, entertainers, medical personnel, and in fact, anybody and everybody. Considers how modern media makes it easier…

Suggests that teaching students to evaluate what they read on the Internet is critical: they need skills to determine validity, aesthetic or literary quality, accuracy, and authenticity. Offers web site evaluation questions for adult readers, and a web site evaluation form for students. (SR)