The aim of English teachers should be to refine and develop responses of children to literature. Development is defined as an increasing sense of form. In literature this relates to a sense of the patterns of events, a sense which increases as one's frame of reference of reality grows with experience. Children must be encouraged to trust their…

Chapters 1 through 16 of this book offer information on how to increase reading efficiency, particulary for study material and textbooks. Chapters 17 through 24 deal with the evaluative reading skills. Individual chapters deal with skillful reading, planning an hourly schedule, reading speed, fixations in reading, skimming, concentration,…

This 70-item annotated bibliography on reading in the content areas lists general references on the topic, references relating to critical reading, and specific references in each of the four main subject fields: mathematics, science, social studies, and language arts and literature. Additional bibliographies of the research literature in content…

Third-graders can use read-aloud time to hone critical and creative reading skills by getting involved in a story. Children relate book experiences to their own experiences by evaluating characters' responses, recognizing characters' motivation, and adjusting interpretations. (BB)

Describes a graduate course designed to teach the noncrystallographer how to read a structure paper critically. The course combines formal didactic instruction with student seminar presentations of specific papers from the crystallographic literature. Includes a course outline. (CW)

Explains why proficient readers may find it difficult to understand written directions. Indicates direct instructional strategies for helping such readers handle procedural text independently. (NKA)

Aphasic (N=15) and non-brain-damaged adults were administered the Nelson Reading Skills Test (NRST). NRST items requiring complex inferences were more difficult than items requiring simple or no inferences. Passage dependency level was higher compared to other tests, suggesting that the NRST more validly measures aphasics' multiple-sentence…

Recounts the use of: (1) a game of reading trivia to review a unit in reading, (2) a reading-related art activity that emphasized the importance of following directions, and (3) the assignment of a research paper in a remedial curriculum. (NKA)

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)

Offers examples of lessons in conflict in reading material that can lead students to read critically, to seek further reading, and to enhance their comprehension.(HOD)

Discusses learning activities involving advertising that uses outdoor images. Classifies such advertisements into six types: those directly about the outdoor/outdoor items, classified ads, advertisements using outdoor scenes to sell non-outdoor products, advertisements using animals as logos/trade names, outdoor advertising, and advocacy…

Intended for teachers of grades 4-8, this book is designed to challenge students to think critically about the books they are reading. Projects in the book incorporate creative writing skills and artistic and oral development. The book is designed so that teachers can choose the projects that best connect with their students' interests and…

This thematic unit is all about what a classic novel about race relations in the 1930s American South, "To Kill a Mockingbird," and a frequently banned contemporary teen story about a candy sale, "The Chocolate War," have in common. The unit considers what people have in common, what it means to stand apart, and what…

Critical language awareness refers to how conscious people are of the ideologies hidden in the language. A study was carried out to determine whether such a critical perspective towards text could be developed in an English-as-a-Foreign-Language (EFL) context. This paper evaluates the results of the application of methods of critical discourse…

Argues that both an over-theoretical approach and a too pragmatic orientation should be avoided in teaching reading in a second language. Examples of problems encountered by German learners of English are detailed against the background of a discussion of reading purposes. Course-planning to meet student needs is also discussed. (Author/AMH)