A Comparison of Strategies in Critical Reading of Good and Poor Comprehenders in Sixth and Eighth Grades.

Autor/in	Sullivan, Joanna
Titel	A Comparison of Strategies in Critical Reading of Good and Poor Comprehenders in Sixth and Eighth Grades.
Quelle	(1977), (22 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Content Area Reading; Critical Reading; Critical Thinking; Deduction; Elementary Education; Grade 6; Grade 8; Logical Thinking; Reading Comprehension; Reading Instruction; Reading Research; Reading Skills + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Sinnerfassendes Lesen; Kritisches Lesen; Kritisches Denken; Deductive method; Deduktion; Deduktive Methode; Elementarunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Leseverstehen; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit
Abstract	This study compares the critical-reading strategies of 83 good and 72 poor sixth-grade readers and 96 good and 67 poor eighth-grade readers. After reading seven brief passages on social studies and science topics, the students responded to 42 statements that required either the ability to pull facts together and make conclusions based on unstated premises (conclusive type) or the ability to test the veracity and consistency of information in a passage (factual type). Data were analyzed according to the distribution and percentage of errors made. While one prestudy assumption was that poor readers would have more problems with conclusive-type statements, the findings indicate that good and poor readers have similar difficulties in making judgments, not only at the factual level, but also at the conclusive level. Though the study tends to confirm the view that one cannot fractionalize the reading process into a series of skills, the conclusion suggests that teachers develop the following skills within a critical reading strategy: sifting out and simplifying information, comparing statements for consistency, emphasizing the use of qualifying terms, and matching conclusive statements with their supportive examples in the text. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC