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ERIC Number: ED269752
Record Type: RIE
Publication Date: 1986-Apr-17
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Definitions and Strategies of Critical Reading as Presented in Textbooks on Reading and Learning in the Content Areas.
Cherney, Elaine E.
Noting that a major issue in education today is the concern about students' ability to read critically and to solve problems, this paper describes an analysis of five texts focusing on reading and learning in the content areas to determine what they had to say about critical reading and strategies for teaching critical reading--specifically, whether current texts treat critical reading as a skill or a process. The five texts discussed are (1) "Reading Strategies for Middle and Secondary School Teachers," by Burmeister; (2) "Reading Instruction through Content Teaching," by Cheek and Cheek; (3) "Reading Improvement in the Secondary School," by Dechant; (4) "Reading and Learning from Text," by Singer and Donlan, and (5) "Content Area Reading," by Vacca. The first section of the paper discusses the definitions of critical thinking and reading given by each of the authors. The second section deals with the strategies for teaching reading comprehension offered by each text, observing that, in general, critical reading is taught as a subskill of comprehension with appropriate exercises to strengthen the component parts of critical reading. The third part analyzes the texts' content, noting that all writers include critical reading as an aspect of comprehension, agreeing with Vacca that reading is a thoughtful, cognitive process. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (31st, Philadelphia, PA, April 13-17, 1986).