ERIC Number: ED040005
Record Type: RIE
Publication Date: 1969-Dec
Reference Count: N/A
Critical Analysis Versus Critical Reading.
Dinnan, James A.
Various definitions of the term critical reading or critical thinking lead to the author's view that the definition of critical reading as discerning propaganda or checking the factual validity of a statement has been overemphasized. What is needed in content areas today is critical analysis, defined as a process that involves taking the printed symbol and analyzing it with what the reader knows through actual or vicarious experiences and organizing data in terms of a meaningful set of ideas with which events or data are analyzed through the thinking process. Too much emphasis is frequently placed on factual memorization. Most teachers shy away from the teaching of critical analysis because of their own lack of knowledge as to its application or its development. It must be developed, though, in order that a student may take the printed sentence, paragraph, story, or set of facts and apply it to the world about him in a meaningful way. He might then see the worth of a discipline such as history as a total entity and apply it to his world through understanding beyond the basic facts. References are included. (Author/NH)
Descriptors: Content Analysis, Content Area Reading, Critical Reading, Critical Thinking, Discriminant Analysis, Learning Experience, Reading Instruction, Student Needs, Teacher Attitudes
Nineteenth Yearbook of the National Reading Conference, Inc., Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wis. 53233
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, Atlanta, Ga., Dec. 4-6, 1969