Science Fiction: Serious Reading, Critical Reading

Zigo, Diane; Moore, Michael

doi:10.2307/4128779

Cited by 8 publications

(4 citation statements)

References 3 publications

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“…But implementing critical reading may also become the solution to motivate students to have reading as a habit. Overall, it can be quite inseparable and interrelated (Zigo, D, Moore, 2004). Reading critically is mostly needed in university level though it may also be possible to be trained from early years like primary schools because a habit acquired from an early age will most probably remain and become better afterwards.…”

Section: -203mentioning

confidence: 99%

Assessing Students’ Understanding Towards Critical Reading and Its Impacts Towards Their Lives

Silalahi¹

2018

IEE Ind. J. Eng. Edu.

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Critical reading was not a new term for university students but the levels to how students understand it and how it could help them develop in many aspects had seldom been studied. Therefore, this study tried to explore the levels of students’ understanding towards the meaning of critical reading, what possible problems could be present in the implementation, what activities could be carried out for practicing critical reading, and what benefits critical reading could bring to students’ lives. This study; conducted by survey questionnaire, was focused on IT students who had just finished a Reading course and were indicated not in favor of reading. From data analysis, it was found that the IT students did not know well that critical reading required interpreting and criticizing, did not realize potential problems in implementing critical reading and was not aware that critical reading practices could help improve their academic achievements. ABSTRAKMembaca kritis bukanlah sebuah istilah baru untuk mahasiswa tetapi masih jarang dilakukan penelitian terhadap tingkat pemahaman mahasiswa terhadap makna dari membaca kritis dan bagaimana dengan membaca kritis dapat membantu mahasiswa dalam banyak hal. Oleh karena itu, penelitian ini dilakukan untuk melihat tingkat pemahaman mahasiswa terhadap makna membaca kritis, terhadap masalah yang mungkin muncul ketika melakukan kegiatan membaca kritis, terhadap contoh kegiatan yang dapat mengembangkan kegiatan membaca kritis, dan terhadap manfaat dari membaca kritis terhadap kehidupan mahasiswa. Kajian ini, yang dilakukan dengan metode survei kuesioner, difokuskan kepada mahasiswa IT yang baru saja menyelesaikan mata kuliah ‘Membaca’ dan yang diidentifikasi kurang berminat dalam membaca. Dari kajian yang dilakukan ditemukan bahwa mahasiswa IT tersebut tidak mengetahui dengan baik bahwa membaca kritis membutuhkan kemampuan untuk menafsirkan dan mengkritik, tidak menyadari berbagai macam tantangan yang muncul dalam pelaksanaan kegiatan membaca kritis, dan tidak menyadari bahwa dengan membaca kritis mahasiswa dapat meningkatkan prestasi akademik mereka. How to Cite: Silalahi , R. M. (2018). Assessing Students’ Understanding Towards Critical Reading and Its Impacts Towards Their Lives. IJEE (Indonesian Journal of English Education), 5(2), 191-203. doi:10.15408/ijee.v5i2.9532.

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Section: -203mentioning

confidence: 99%

Assessing Students’ Understanding Towards Critical Reading and Its Impacts Towards Their Lives

Silalahi¹

2018

IEE Ind. J. Eng. Edu.

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“…Several scholars (e.g., Jewett, 2007;Kottmeyer, 1944;Patching, Kameenui, Carnine, Gersten, & Colvin 1983;Peavey, 1954;Walz 2001;Wolf, King, & Huck, 1968;Zigo & Moore, 2004) believe that instructing children how to think and read critically is an important aspect of all reading programs. Therefore, not paying enough attention to critical thinking in reading, in turn, may lead to children's inability of obtaining excellence in academic achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Several authors and researchers have emphasized the importance of assigning critical reading tasks and activities to students of different ages (e.g., Alderson & Bachman, 2000;Jewett, 2007;Kay, 1946;Kottmeyer, 1944;Patching, Kameenui, Carnine, Gersten, & Colvin 1983;Peavey, 1954;Walz 2001;Wolf, King, & Huck, 1968;Zigo & Moore, 2004).…”

Section: Critical Readingmentioning

confidence: 99%

An Investigation of Critical Reading in Reading Textbooks: A Qualitative Analysis

Zabihi¹,

Pordel²

2011

IES

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As a technique for discovering and evaluating information within texts, critical reading might be a panacea for those learners whose voices and choices are muted and ignored. A crucial question is thus to ask whether and to what extent popular reading textbooks meet the criteria for the development of critical reading. To this end, the present article seeks to identify and investigate the presence of those items within reading textbooks which help promote critical reading. Based on the literature on critical thinking, the cornerstone of critical reading, a checklist is provided whose items are indicator of whether a particular text promotes critical reading or not. Moreover, it is recognized that autonomy and engagement are prerequisites for enhancement of critical reading and that they can be achieved through strategy instruction and task-based instruction, respectively. Three reading textbooks (Select Readings: Upper-intermediate, Active Skills for Reading: Book 4, and Mosaic Reading 2) are leveled against three criteria: Critical thinking items, the use of appropriate tasks, and strategic instruction. The results indicate that these textbooks meet the first criterion to some extent, but seriously lack the last two ones.

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“…This study, which sought to answer whether pre-service Turkish and Turkish language and literature teachers, who will shape their students as critical readers, are themselves critical readers or not, also aimed to point out what can be done for preservice teachers to equip them with critical reading skills and to teach these skills to their students in turn. Critical reading education constitutes an important dimension of language teaching programs that aim to improve comprehension and expression skills (Jewett, 2007;Walz, 2001;Zigo and Moore, 2004). Moreover, in light of the research finding that the Turkish Language Teaching Program for Second Level Primary Education, which pre-service Turkish language teachers are meant to apply when they begin work, is insufficient to teach critical reading skills (Akyol, 2011), it becomes more important that pre-service teachers have critical reading skills and know how to teach critical reading.…”

Section: Discussionmentioning

confidence: 99%

An Analysis of the Critical Reading Levels of Pre-service Turkish and Literature Teachers

Maltepe¹

2016

EJER

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Problem Statement: Critical reading refers to individuals' thinking about what they read, assessing what they have read, and using their own judgment about what they have read. In order to teach critical reading skills to students, a teacher is expected to have knowledge about text selection, use of appropriate methods, preparation of functional learning and teaching processes, among other qualities; teachers must display critical reading skills as well. Purpose of Study:The aim of the study was to determine the critical reading levels of pre-service teachers of Turkish language as well as Turkish language and literature in terms of several variables in order to make inferences about pre-service teachers' potential to develop their students' critical reading skills. Method:The study group, which was selected using the descriptive survey model, consisted of a total of 173 students attending Balikesir University Necatibey Faculty of Education. A personal information form and the Critical Reading Achievement Test (CRAT) were used as the data collection tools. CRAT employs a multiple-choice format, and its KR 20 reliability was determined to be .81 and its mean difficulty.64. The data were analyzed using a t-test and variance analysis 1 . Findings and Results:The study revealed that pre-service teachers' have moderate critical reading skills. In addition, in the analysis examining the relationships of pre-service teachers' critical reading levels to their department, a difference emerged in favor of students from the Turkish Language and Literature Department. In contrast, the analysis revealed that the variables of gender, achievement level, number of books read annually, the preferred book types, and the effective use of social media did not influence students' critical reading levels. Sadet MaltepeConclusions and Recommendations: Critical reading education constitutes an important dimension of language teaching programs that aim to improve comprehension and expression skills. It is important that pre-service teachers have critical reading skills and know how to teach critical reading. Therefore, critical reading practices and ways of teaching this skill should be included in appropriate courses (reading education, special teaching methods, etc.) in both Turkish language as well as Turkish language and literature teaching programs; additionally, these programs should be supported with optional courses such as critical reading and media literacy.

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Science Fiction: Serious Reading, Critical Reading

Cited by 8 publications

References 3 publications

Assessing Students’ Understanding Towards Critical Reading and Its Impacts Towards Their Lives

Assessing Students’ Understanding Towards Critical Reading and Its Impacts Towards Their Lives

An Investigation of Critical Reading in Reading Textbooks: A Qualitative Analysis

An Analysis of the Critical Reading Levels of Pre-service Turkish and Literature Teachers

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