ERIC Number: EJ913803
Record Type: Journal
Publication Date: 2011-Feb
Abstractor: As Provided
Reference Count: 4
Too Dumb for Complex Texts?
Educational Leadership, v68 n5 p28-33 Feb 2011
High school students' lack of experience and practice with reading complex texts is a primary cause of their difficulties with college-level reading. Filling the syllabus with digital texts does little to address this deficiency. Complex texts demand three dispositions from readers: a willingness to probe works characterized by dense meanings, the ability to engage in a train of uninterrupted thought, and a receptivity to reflect on thoughts deeper than one's own. Schools should preserve a crucial place for unwired, unplugged, and unconnected learning. Teachers can boost students' college readiness by putting more complex texts in the curriculum.
Descriptors: Student Attitudes, College Students, Learning, Reading, Reading Difficulties, Task Analysis, Thinking Skills, Curriculum Development
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education
Authoring Institution: N/A