ERIC Number: ED251806
Record Type: RIE
Publication Date: 1984-Oct
Reference Count: 0
Conflict: The Key to Critical Reading Instruction.
Frager, Alan M.; Thompson, Loren
When readers encounter the dissonance of conflicting ideas and are motivated by the psychological discomfort to resolve the dissonance, the effort to alleviate this discomfort may well result in the activation of those cognitive processes termed critical reading and thinking. With this in mind, one approach to teaching critical reading treats reading as a meaning-driven, hypothesis-generating process that involves interactions between the thoughts of readers and authors. The general teaching pattern of the approach is to (1) have students read conflicting accounts of a person, event, or situation; (2) increase cognitive dissonance by eliciting from students explanations and arguments supporting each side of the conflict; (3) demonstrate or model critical reading of the same accounts; and (4) extend the lesson to a point where dissonance is resolved through further reading (of additional accounts) and through the guided application of those critical reading and thinking skills previously modeled. Evaluation of student learning should focus students' ability to apply critical reading and thinking skills in their encounters with additional accounts on the subject. For example, a test would assess students' ability to discuss the merits of a third author's views in respect to how well those views resolve the conflicting perspectives of a first and second author. (The paper includes a sample critical reading lesson and examples of conflicting accounts from nontestbook sources.) (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Ohio Council of the International Reading Association (30th, Columbus, OH, October 18-20, 1984).