An Overview of Critical Reading Strategies to Efl Students

This article describes about Critical Reading Strategy in teaching English, especially in reading comprehension. Critical Reading is a strategy that provides students with instructional support before, during, and after reading process. The students with critical reading skills have the ability to evaluate the credibility of a piece of writing. All writers have a purpose when they write, and usually a writer will choose or emphasize facts and details which support his or her purpose, and ignore facts which don\u27t. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading includes the ability to evaluate ideas and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading

Critical reading

є висловлення власного ставлення до описуваних подій, явищ, персонажів творів, що потребує усвідомлення змісту, авторського задуму та шляхів його реалізації.выражения собственного отношения к описываемым событиям, явлениям, персонажей произведений, требует осознания содержания, авторского замысла и путей его реализации.expressing your own attitude to the described events, phenomena, characters of the works, which requires awareness of the content, the author's intention and ways of its realization

Reading The Silences Within Critical Feminist Theory

This paper reviews the literature produced on gender and critical literacy, particularly research which has drawn on Kristeva's (1986) three tier model of women's work to inform critical feminist literacy curriculum. It examines the strengths and limitations (silences) in this literature, and then proposes an alternative reading of Kristeva which draws on the work of postcolonial theorists. A postcolonial interpretation of Kristeva's (1986) theory of how the sign or representation of `woman' is constructed enables an analysis of the `difference' within the category `woman' not only the relational `difference' symbolically constructed between `man' and `woman'. Kristeva (1986) proposes that in the space of the postmodern nation, such as Australia, symbolic representation in the form of the sign of `woman' is constituted in and through three temporal relations. Kristeva's three temporal relations can be described as: (1) Monumental time (eternity), (2) Cyclic time, and (3) Linear or cursive time. From this perspective, the present of women's time (monumental, cyclical and linear) is a zone of representational instability. That is, the representation of women in and through the sign `woman' becomes the site of continual challenge and reconstruction. It is from this instability of cultural signification that the literary canon comes to be articulated as a dialectic of various temporalities - modern, colonial, postcolonial, feminist, post feminist, poststructural feminism(s), `native', traditional - that cannot be a knowledge that is stablized in enunciation. In this time, `woman' does not signify the female body as an a priori historical presence, a discursive object; but a discursive subject constructed in the performance of the narrative

Reading at risk: why effective literacy practice is not effective.

The gap between high and low achievers in reading is wide in New Zealand compared to other countries as shown in PIRLS (Progress in International Reading Literacy Study) 2001 and 2006 studies. Students of minority backgrounds and low socio-economic status are over-represented in the low achieving category. As the primary response to reduce the achievement gap, the Government developed and distributed the literacy teaching reference Effective Literacy Practice in Years 1 to 4. This article examines Effective Literacy Practice against current scientificbased international research in the teaching of reading, with particular emphasis on the teaching of reading to students at risk. Research evidence shows that an explicit and systematic approach to teaching reading is critical to the success of reading achievement with at-risk students. With a heavy leaning towards incidental learning, Effective Literacy Practice fails to provide teachers with the necessary knowledge to effectively teach the critical components of reading

Developing critical reading skills : a coursebook evaluation study

The aim of the paper is to discuss the importance of teaching critical reading skills, particularly in a foreign language context. The paper consists of two parts: theoretical and empirical. In the first part, the theoretical considerations underpinning this aspect of reading are discussed. Two theoretical perspectives are focused on: a psycholinguistic-cognitive orientation, which views reading as a mental process during which the reader constructs their own representation of the text and a socio- cultural orientation, which emphasizes the importance of varied social and historical contexts in text production and text reception. Within each theory, practical possibilities on how to develop critical reading skills are explored. The practical part of the article presents the results of a small-scale coursebook evaluation study, whose main aim was to examine to what extent the Pioneer Plus coursebooks can help learners develop critical reading skills. The results of the study point to didactic materials and teaching activities that have the potential to facilitate this important component of language proficiency.peer-reviewe

Ways of not reading Gertrude Stein

I situate the controversial critical strategies of “distant reading” and “surface reading” in the reception history of Gertrude Stein, an author whose work was frequently declared “unreadable.” I argue that an early twentieth-century history of compromised forms of reading, including women’s reading and information work, subtends both the technology with which distant reading may be carried out and the ways in which an author’s work comes to be understood as a “corpus.

Understanding Reading First: What We Know, What We Don't, and What's Next

Studies of Reading First released in 2008 found no overall effect on student reading comprehension, and the program was eliminated in 2009. However, the research findings were more nuanced than was widely reported, and they offer lessons for policymakers making critical choices today about how the federal government can best support the teaching of reading to young children

Critical Reading TASKS

El estudio académico busca la interpretación y evaluación del trabajo de su campo. La lectura crítica es una parte fundamental de esa actividad. Este documento le lleva a través de varias actividades que mejoran su capacidad de leer críticamente.DOC: academic study is about interpreting and evaluating work in your field. Critical reading is a fundamental part of that activity. This document takes you through various activities that improve your ability to read critically

Critical Reading LINK

Este enlace es apropiado para los profesores que deseen dar a sus estudiantes una visión completa de la lectura crítica y su lugar en el estudio académico.LINK: this link is appropriate for professors who would like to give their students a full and complete overview of critical reading and its place in academic study

(RE)-READING A KARTINI’S LETTER USING CRITICAL DISCOURSE ANALYSIS

Discussing the ideas of Kartini through her collected letters has been done by many scholars. However, they usually come from non-linguistic domain. As a result, the power of language used by Kartini in expressing her ideas almost has not been analysed. This study aims to identify meanings produced in one of her letter. Using the critical discourse analysis approach, the analysis results that by means of her letter, Kartini criticised the custom of Bumiputera society, struggled againts the domination of the custom, and recieved ‘new’ ideology from Western society. The ways she represented the Bumiputera’s and Western’s custom result the way she constructed identities of herself and the others