Teaching Critical Reading to Elementary School Children

Wolf, Willavene; King, Martha; Huck, Charlotte S.

doi:10.2307/747152

Cited by 26 publications

(16 citation statements)

References 16 publications

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“…It has been claimed that reading comprehension calls for critical thinking (Norris & Phillips, 1987) and thinking critically about text requires reading comprehension (Wolf, King, & Huck, 1968). The claim that critical thinking is closely related to reading comprehension is similar to the view that reasoning is an integral part of reading.…”

Section: Analyzing a Critical-thinking Reading Lessonmentioning

confidence: 69%

Analyzing a critical-thinking reading lesson

Commeyras

1990

Teaching and Teacher Education

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In this paper the transcript of a critical-thinking reading lesson that was designed for sixth grade students is analyzed. The analysis was conducted in order to illustrate the interdependent relationship between critical thinking and reading comprehension and to show that critical thinking can be infused into everyday classroom instruction using ordinary classroom materials (e.g., selections from basal reading series). The analysis describes the critical thinking dispositions and abilities that were sought from the students and those that they exhibited; it explores the factors that might account for the instances where critical thinking went awry; and it points out pedagogical strategies that a teacher could use to facilitate critical thinking.Critical-Thinking Reading Lesson -2

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Section: Analyzing a Critical-thinking Reading Lessonmentioning

confidence: 69%

Analyzing a critical-thinking reading lesson

Commeyras

1990

Teaching and Teacher Education

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“…Critical level questions go beyond the information represented in the text itself and in this research ask students to problem solve through the application of information (Lanier & Davis, 1972;McConaughy, 1982). A variety of literature suggests the necessity of including all levels of traditional questioning for optimal comprehension development (Guszak, 1967;Hansen, 1981;Lanier & Davis, 1972;Schwartz & Sheff, 1975;Wolf, Huck, & King, 1967).…”

Section: Traditional Level Questioningmentioning

confidence: 99%

Reading Stories to Young Children: Effects of Story Structure and Traditional Questioning Strategies on Comprehension

Morrow

1984

Journal of Reading Behavior

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The purpose of the study was to determine if the pre-and postquestioning and discussion portions of the directed reading activity (DRA) could improve comprehension when stories were read to kindergarten children. Questioning and discussion focused on the structure of stories as well as traditional (literal, inferential, and critical) questioning and discussion were investigated. The stories were read to children using the DRA format of pre-and postquestioning and discussion. Story structure treatment groups (N = 73) received structural questions and discussion; traditional treatment groups (N = 64) received traditional comprehension questions and discussion; and the combined treatment groups (N = 57) received a combination of both. The control groups (N = 60) heard stories with no pre-or postquestions or discussion. The results indicated that the use of the DRA when reading stories to children significantly improved comprehension. Traditional and structural treatment groups each significantly improved performance on traditional and structural questions, respectively. Each treatment also had a small positive effect on children's ability to answer the other type of question. The combined treatment group made the greatest gains. When differences occurred between achievement levels within the treatment groups, it was the high and middle achievers whose scores increased. None of the treatments significantly increased performance of the low achievers.The benefits of early exposure to literature have been well documented.As compared to young children who do not have stories read to them, children who do have stories read to them have the potential to develop more 273

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“…We have long known that elementary students are capable of critical reading (Wolf, King, & Huck, 1968). If, however, readers are to question ideologies presented in texts, they must be able to access those texts.…”

Section: Resultsmentioning

confidence: 99%

The achievement ideology ofReading Wonders: a critical content analysis of success and failure in a core reading programme

Jaeger

2018

Journal of Curriculum Studies

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In the early 1960's, researchers began to conduct content analyses of core reading programs/basal readers. Although these researchers often adopted a critical perspective, and examined the ideological underpinnings of the texts, they failed to make an explicit connection between ideologies and reader access to the text. The study described here is a critical content analysis of texts contained within the core reading program Reading Wonders. It addresses these research questions: What vision of success and failure is exemplified by selections in the fourth-grade Reading Wonders textbook?-and-To what extent are selections in this program accessible to readers? Mobilizing MacLeod's notion of achievement ideology, the study explores the contrast between the program's emphasis on individual success and the inaccessibility of the selections included in it. The analysis demonstrates that the achievement ideology is the foundation for most of the selections. It also shows that the complexity and unengaging quality of the basal reader interferes with the reader's ability to access the included texts. I argue the Reading Wonders textbook serves to convince readers that personal and professional success is the norm in contemporary society, while failing to allow them to construct more than a surface-level meaning of the included selections.

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Teaching Critical Reading to Elementary School Children

Cited by 26 publications

References 16 publications

Analyzing a critical-thinking reading lesson

Analyzing a critical-thinking reading lesson

Reading Stories to Young Children: Effects of Story Structure and Traditional Questioning Strategies on Comprehension

The achievement ideology ofReading Wonders: a critical content analysis of success and failure in a core reading programme

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