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ERIC Number: ED421688
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 9
Abstractor: N/A
Reference Count: N/A
Critical Thinking and Literature-Based Reading. Report.
Institute for Academic Excellence, Inc. Madison, WI.
This report discusses how three major strains of educational research are converging on a compelling new concept: critical thinking is not a set of skills to be taught, but a natural capacity, involving creating and revising patterns of information to be exercised and strengthened. Thus, according to the report, the appropriate classroom practice is not a set of lesson plans, but an orchestrated experience of challenging, engaging learning experiences. The report characterizes reading as one of the most powerfully thought-provoking experiences available to us, as readers exercise critical thinking in order to construct meaning from text. With the addition of the new technology of learning information systems such as Accelerated Reader, teachers can guide and motivate students to read text that is both interesting and appropriately challenging. In nine sections, the report discusses evidence of the reading-thinking link; what critical thinking is; recent approaches in educational theory; a new consensus on critical thinking; literature-based reading and critical thinking; what kind of reading best develops critical thinking; Accelerated Reader and the zone of proximal development; reading and other thinking activities; and offers a conclusion. Fourteen references are attached. (SR)
Advantage Learning Systems, Inc., P.O. Box 8036, Wisconsin Rapids, WI 54495-8036; The Institute for Academic Excellence, 901 Deming Way, Suite 101, Madison, WI 53717; toll-free phone: 800-200-4848 (free).
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute for Academic Excellence, Inc. Madison, WI.