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Relevant bibliographies by topics / Critical reading skills

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Academic literature on the topic 'Critical reading skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 22 July 2024

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Journal articles on the topic "Critical reading skills"

1

BAKI, Yasemin. "The Effect of Critical Reading Skills on the Evaluation Skills of the Creative Reading Process." Eurasian Journal of Educational Research 20, no. 88 (July 30, 2020): 1–26. http://dx.doi.org/10.14689/ejer.2020.88.9.

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Hidayati, Mawaddah, Rita Inderawati, and Bambang Loeneto. "The correlations among critical thinking skills, critical reading skills and reading comprehension." English Review: Journal of English Education 9, no. 1 (December 15, 2020): 69–80. http://dx.doi.org/10.25134/erjee.v9i1.3780.

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Critical thinking skills, critical reading skills and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. The objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. This study conducted correlational research design. The data were collected by using tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension).

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Othman, Moomala, and Rosnani Hashim. "Critical Thinking & Reading Skills." Thinking: The Journal of Philosophy for Children 18, no. 2 (2006): 26–34. http://dx.doi.org/10.5840/thinking200618214.

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Alshaye, Shaye. "Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 2049–69. http://dx.doi.org/10.18844/cjes.v16i4.6074.

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The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills. Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

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Batur, Zekerya, Murat Başar, and Hatice Nilüfer Süzen. "Critical Visual Reading Skills of Students." International Journal of Education and Literacy Studies 7, no. 3 (July 31, 2019): 38. http://dx.doi.org/10.7575/aiac.ijels.v.7n.3p.38.

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Mother tongue education is accomplished with four basic language skills. These skills are listening, speaking, reading and writing skills. One of the basic skills that increase the vocabulary of the individual is the reading skill. Understanding and comprehension are important in this skill. Understanding of reading is a complicated process. There are many factors that affect the meaning of this process. The content of the text, such as the type and the punctuation, also affect the meaning. Visual reading has understanding qualities like text reading. Therefore, visual reading and visual comprehension also carry a textual characteristic. Accordingly, readers are expected to interpret the visuals with a critical approach in order to capture the details of the visuals. The purpose of this research is to determine whether the students are critical readers about the visuals. The study was qualitative based on a document review. The study was conducted with 20 students. Participants consisted of 10 fifth grade students and 10 sixth grade students. The data of the study were collected by taking the opinions of the students about visuals. The collected data were evaluated by content analysis. As a result of the study, it was seen that the students evaluated the images with a critical eye and the female students were more critical than the male students. As a result, it has been determined that the students differ in terms of mental development stages.

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Asriati, Maharani Dwi Putri, and Erizal Gani. "Contribution of Critical Reading Skills and Scientific Vocabulary Mastery to Exposition Text Writing Skills." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 31, 2022): 6825–34. http://dx.doi.org/10.35445/alishlah.v14i4.2202.

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The purpose of this study was to describe the contribution of critical reading skills to students' exposition text writing skills, to describe the contribution of scientific vocabulary mastery to students' exposition text writing skills, to describe the contribution of students' critical reading skills and scientific vocabulary mastery to students' exposition text writing skills. This type of research is quantitative with a descriptive method using a correlational design. The population of this research is the students of class X senior high school totalling 223 people. Sampling was carried out using proportional random sampling. The number of research samples was 45 students. The research instrument is an objective test and a performance test. The research data were in the form of exposition text writing skill scores, critical reading skills test scores, and students' scientific vocabulary mastery scores which were converted into grades. Data analysis used the Pearson product-moment correlation test, multiple correlation test, t-test, f-test, and determinant coefficient to determine the contribution of the independent and dependent variables. The results showed that critical reading skills contributed significantly 36.72% to the skill of writing exposition texts. Mastery of scientific vocabulary contributed significantly by 36.97% to the skill of writing expository text. Critical reading skills and scientific vocabulary mastery together contribute to the skill of writing expository text by 42.25%. In conclusion, critical reading skills and scientific vocabulary mastery together have a significant contribution to exposition text writing skills.

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Angkarini, Tri, Susilowati Susilowati, and Hermariyanti Kusumadewi. "A Content Analysis of Critical Reading Skills and Reading Passages in Critical Reading Textbook." Scope : Journal of English Language Teaching 8, no. 1 (October 16, 2023): 234. http://dx.doi.org/10.30998/scope.v8i1.17485.

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<div class="WordSection1"><p><span lang="EN-US">The purpose of this research is to analyze the compatibility between the critical reading skills and the reading passages in the textbook with the syllabus and global Sustainable Development Goals (SDG) topics. The method used in this research was a qualitative descriptive method that utilized the critical reading textbook as a sample. </span><span>The sample of the research was taken by using a checklist and the result of the research will be shown by percentages. The results find that the textbook has 100% compatibility with all of the criteria in the syllabus and has only 47.05% </span><span lang="EN-US">compatibility with the SDGs topics. </span><span>It means that this textbook is recommended to be used as one of the teaching references in critical reading courses but the authors are suggested to construct some adjustments </span><span lang="EN-US">so that students will get the latest reading material as the times change which is related to SDGs</span><span> in order to foster the students’ awareness, empathy, and compassion in facing global issues.</span></p></div>

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Weinstein, Mark. "Critical Thinking and Basic Skills Reading." Inquiry: Critical Thinking Across the Disciplines 3, no. 4 (1989): 7–8. http://dx.doi.org/10.5840/inquiryctnews19893431.

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A. Al Roomy, Muhammad. "Investigating the Effects of Critical Reading Skills on Students’ Reading Comprehension." Arab World English Journal 13, no. 1 (March 24, 2022): 366–81. http://dx.doi.org/10.24093/awej/vol13no1.24.

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Critical reading is an indispensable learning skill that students need both inside and outside the classroom. Even though many attempts haave been made to unravel the impact of critical reading on Second Language (L2) reading, there is a paucity of investigations examining the effect of critical reading combined with students’ active role. The study raises three questions. They are: 1) What are the students’ views about reading comprehension and critical reading skills? And2) What difficulties do students encounter when they read? And3) how can critical reading strategies improve students’ reading comprehension? Therefore, the aim of this study is to investigate how critical reading skills can enhance students reading’ comprehension while working in groups. For the sake of this study, data were gathered from an open-ended questionnaire distributed to university students before intervention, learning logs, and participant observations. The results of the study revealed significant effects of critical reading skills on students’ reading comprehension at different levels. Students viewed reading as an active dynamic process that motivated the activation of higher order thinking skills and helped students tap into their prior experiences to approach the reading materials. It also showed how implementing a rich repertoire of critical reading skills enabled students to overcome reading problems as they could read not just what is directly stated but what is being communicated between and beyond the lines. The findings offered several pedagogical implications and recommendations for further research.

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Rosita, Rita. "Meningkatkan Keterampilan Membaca Kritis Buku Teks dalam Belajar Sejarah Melalui Metode Search, Solve, Create and Share (SSCS)." FACTUM: Jurnal Sejarah dan Pendidikan Sejarah 9, no. 2 (May 16, 2021): 175–90. http://dx.doi.org/10.17509/factum.v9i2.27155.

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Students’ critical reading skill is being decreasing, especially in learning history. In the other hand, students’ reading skill during learning history is important and has its significance to be developed. The indications can be seen from the ability on finding and comparing reading sources, analyzing readings, making notes from reading results, and sharing information from reading analysis results. Due to the significance of this research, author formulates some problems taken, those are: first, how to develop history learning using methods Search, solve, create, and share (SSCS). Second, how to implement the search, solve, create, and share methods (SSCS). Third, how to increase learning using the search, solve, create, and share methods (SSCS). Fourth, the efforts to overcome the obstacles arisen in the application of search, solve, create, and share (SSCS) method. This study aims to improve critical reading skills of student's history textbook during learning history. This study uses a classroom action research model with Kemmis and Taggart design consisting of planning, implementation, observation, and reflection. This study aspects of the textbook's Critical reading skills are selecting information from the historical textbook that corresponds to the discussion, finding information from the history textbooks, analyzing the content of the reading in the history textbooks, asking questions to the teacher or friends about the learning materials in the history textbooks, making notes based on the readings from the history textbook, sharing the work based on the reading results. Based on the results, this search, solve, create, and share (SSCS) may improve Students’ critical reading skill in history learning . This is indicated by the increase in the critical reading skill on textbook of the learning process in each cycle.

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Dissertations / Theses on the topic "Critical reading skills"

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Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.

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Guy, Laurie Ann. "Strategies to increase the critical reading skills of secondary students." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.

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This paper will examine what research has revealed about reading and learning in the areas of word recognition, scaffolding to develop understanding, metacognition and application of new knowledge in real world situations. The study then will go on to link what is known about learning to strategies that have already been developed by secondary teachers to increase critical reading skills.

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Dikuwa, Alexander. "Enhancing the critical reading skills of student teachers in Namibia : An action research project." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1007162.

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This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.

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Albeckay, Emhemmad Masoud. "Reading comprehension skills amongst undergraduate EFL students in Libya : the development and evaluation of an innovative critical reading programme." Thesis, University of Derby, 2011. http://hdl.handle.net/10545/322270.

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This thesis investigates the lack of critical reading and thinking skills amongst undergraduate students of English in Libya, and produces a new programme which can be used to develop their skills. It develops students' critical reading comprehension skills through an innovative Critical Reading Programme (CR Programme). It further examines students' perceptions of the programme with the intention of adapting and amending the original programme accordingly. It is intended that the completed work would be disseminated on a wider scale, beyond the particular institution where the study was undertaken, to the rest of Libya and possibly to other Arabic-speaking countries. The need was identified for a programme to enhance critical reading and thinking skills amongst undergraduate students of English at Sebha University in Libya. Therefore, an initial design of a CR Programme that would enable the students to achieve these skills was developed. Using the literature review to inform its development, I piloted the programme, using it within the appropriate context, and gathered data from the participants to see if it had served its purpose. From the results of the pilot study, I contacted a random sample of 60 students from Sebha University. The student sample was divided equally into two groups (control and research). Students in the research group studied the CR Programme which I initially developed, while the control group participants were not taught critical reading, but were taught reading comprehension using a teacher-centred approach and a grammar translation method, which is the current pedagogy in Libya. Relevant literature was reviewed so as to be aware of empirical studies carried out by others. This was to enable me to situate my own contribution to the field. For example, Thistlethwaite (1990) emphasises the importance of critical reading; Davis (1992) highlights a variety of learning and teaching methods; Yopp (2001) suggests a model for the process involved in reading comprehension; and Alyousef (2006) discusses the role of cognition and reading, as well as the methods used for teaching and learning. To answer the research questions and meet the aims of my study, qualitative and quantitative methods were adopted to analyse the collected data. The former method was important for understanding and appreciating the subjective aspect of the participants' issues and problems relevant to their learning English as a foreign language (EFL) and for gaining their trust. The latter was used to quantify the data collected. The methods were further used to measure the progress of the students on the Ck Programme, thus, verifying the programme's importance. The thesis explores pedagogical tools in teaching reading comprehension to EFL undergraduate students in Libya. The data collection and subsequent research findings show that using innovative pedagogy can improve reading comprehension skills in the Libyan context. The study was conducted in four phases, namely: 1) a pre-intervention strategy (pre-measurement of skills, and a questionnaire relating to students' prior perceptions); 2) a during-intervention strategy (the eR Programme); 3) a post-intervention strategy (post-measurement of skills, and questionnaire on students' later perceptions); and, 4) a teacher questionnaire designed to investigate teachers' views and knowledge of critical reading and thinking skills. The findings of the study recognise that critical reading and thinking skills are of utmost importance for EFL students and their teachers. They reveal that critical reading and thinking skills have close links to EFL students' competence in reading comprehension. The findings further suggest that the intervention study (Ck Programme) can help EFL students develop their reading comprehension abilities. Recommendations for further research are also made. The findings will be useful to teachers and EFL curriculum designers, particularly in their development of suitable learning and teaching resources for reading comprehension at the higher education level. No less importantly, the findings are expected to provide Libyan education policy makers with insights into perceptions and practices of teaching reading comprehension skills, so as to inform the future design of EFL reading materials and the structure of new EFL courses.

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Turuk, Kuek Mamour Choul. "Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1063.

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Applying sociocultural principles of mediation, collaboration and scaffolding as the underpinning theory, combined with the integrative teaching of reading and writing method, this study explored how L2 students’ thinking and reasoning abilities as manifested in their argumentative writing skills can be improved. Students’ creative and critical thinking skills and their ability to write logically and intelligently are part of English teaching objectives in the Sudan. However, there are no explicit guidelines on how they could be achieved. In this study therefore, argumentative/persuasive writing is considered to be a manifestation of critical thinking skills, since a writer needs to analyse, evaluate and counter arguments and present a logical text to convince the reader. Thirty, first year university students from the faculty of Medicine, Upper Nile University, Sudan were randomly selected. They were first pre-tested and then randomly assigned into experimental and comparison groups. A twelve-week intervention was conducted in which the experimental group were taught reasoning and critical thinking to enhance their argumentative writing abilities employing integrative teaching of reading and writing method in conjunction with sociocultural principles and Paul and Elder’s (2006, 2007) close reading strategies. After the intervention, the groups were post-tested and a month later after the completion of the study they were post-post-tested. The nature of the tests was argumentative written compositions. In addition, pre and post focus groups interviews were conducted with the experimental group to explore their perceptions and attitudes towards thinking skills before and after the intervention. These interviews were organised to enable the researcher to trace and monitor how students’ ideas and perceptions changed as a result of the intervention. The study found among others that students’ critical thinking, reasoning and argumentative writing skills improved dramatically after the intervention. In addition, there were improvements in their perceptions and attitudes towards thinking skills as well as in their understanding of the cognitive relationship between reading and writing. Moreover, a remarkable improvement in their spoken English was recorded as well as they developed positive attitudes towards learning English. The study concluded that critical thinking skills can be taught at post secondary school level. It recommended that future research should investigate the complexity of argumentative texts written by L2 students and how the complexity of their thinking may lead to the increasing sophistication of the language produced.

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Kirby, Linda. "Another look at reflection : promoting student voice, self-efficacy and student/teacher dialogue through structured, guided reflection prompts in a college reading and study skills course /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/19/.

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Abdul, Samad Abdul Samad. "Teaching Literature as a Means to Promoting Critical Thinking -A Teacher Perspective." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85529.

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Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. The purpose of this study is to explore the prospect of teaching critical thinking through reading literature. Guided by the critical thinking skills that are defined in The Delphi Report including (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self-regulation, this study explores the possibility of promoting critical thinking skills through reading literature. The study also examines the efficacy of the reader-response approach in helping the students to be critical thinkers and active readers. Using qualitative data from conducting interviews, this study analyses teachers’ perspectives and considered the implications for teaching literature in terms of fostering the students’ critical thinking. The study showed that the teachers’ awareness of the significance of integrating literature in teaching English was found to play a great role in fostering the students as critical thinkers. The study also showed that teachers emphasized the importance of in-class discussions about literary works in order to expand the students’ thinking horizons and enhance their sense of self-confidence as contributors to the learning process. It also showed that the reader-response theory has a significant role in fostering the students’ critical thinking even though it is not clearly stated in the teachers’ perspectives on teaching literature.

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Hickey, James William. "Cinemaesthetics : a college-level curriculum in film and communication theory, aesthetics and ethics, critical thinking, reading, and articulation skills /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10992649.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1990.
Typescript; issued also on microfilm. Sponsor: Carla Seal-Wanner. Dissertation Committee: Robert McClintock. Includes bibliographical references: (leaves 176-178).

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Brown, Barbara Ann. "The effects of using comprehensive critical writing curriculum on skills assessment test performance in high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1550.

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Jansen, van Vuuren Catharina. "A structured comparison between the Suzuki and Colourstrings violin methods with critical reference to the teaching of notation reading skills." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/57187.

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The purpose of this study is to explain and compare the Suzuki and Colourstrings violin methods and their respective approaches to the teaching of notation reading skills to beginner violinists. A thorough literature review on the introduction of notation reading skills to the beginner violinist, as well as the Suzuki and Colourstrings violin methods in general was conducted. The biographies of the founders and a brief history of each method are given. A structured summary of the approach to notation reading skills, and the foundations and methodology of the respective methods are discussed. Based on these findings, an analysis of each method s pedagogical literature is made to identify and give a deeper understanding of the approach towards notation reading skills. These findings are compared and recommendations are made on how the respective methods can be used in support of the other.
Die doel van hierdie studie is om die Suzuki en Colourstrings vioolmetodes, asook elkeen se benadering tot die aanleer van notasielees vaardighede vir beginners, te ondersoek en verduidelik. n Deeglike literatuurstudie oor die inleiding tot notasie en die aanbieding van die onderskeie metodes in die algemeen is gedoen. Die biografieë van die stigters asook n kort geskiedenis van die onderskeie metodes word uiteengesit. n Gestruktureerde opsomming van die benadering tot notasielees en die onderskeie metodes se fondasies en metodologieë word bespreek. Die pedagogiese materiaal van elke metode word op grond van die bevindinge geanaliseer om sodoende elkeen se benadering tot die aanleer van notasielees te identifiseer en n dieper insig te verskaf. Die bevindinge word gebruik om n vergelyking te tref en aanbevelings te maak ten opsigte van die onderskeie metodes se benadering, met die doel om mekaar te ondersteun of aan te vul.
Dissertation (MMus)--University of Pretoria, 2016.
tm2016
Music
MMus
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Books on the topic "Critical reading skills"

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Spears, Deanne Milan. Developing critical reading skills. 6th ed. Boston: McGraw-Hill, 2003.

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Spears, Deanne Milan. Developing critical reading skills. 9th ed. Dubuque, Iowa: McGraw-Hill Companies, 2012.

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Spears, Deanne Milan. Developing critical reading skills. 5th ed. Boston: McGraw-Hill College, 1999.

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Spears, Deanne Milan. Developing critical reading skills. 8th ed. Boston: McGraw-Hill, 2008.

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Spears, Deanne Milan. Developing critical reading skills. 7th ed. Boston: McGraw-Hill, 2006.

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Benner, Patricia Ann. Breakthroughs in critical reading skills. Edited by Upperco Ann and Schmidt Sarah Ann. Chicago: Contemporary Books, 1989.

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Benner, Patricia Ann. Pre-GED critical reading skills. Edited by Upperco Ann and Schmidt Sarah Ann. Chicago: Contemporary Books, 1988.

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Benner, Patricia Ann. Contemprorary's breakthroughs in critical reading: Developing reading and critical thinking skills. Chicago: Contemporary Books, 1996.

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Advancing critical reading, writing, & study skills. 8th ed. South Lake Tahoe, CA: RH Communications, 2004.

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Mindscapes: Critical reading skills and strategies. Boston, Mass: Wadsworth Cengage Learning, 2010.

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Book chapters on the topic "Critical reading skills"

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Cottrell, Stella. "Reading between the lines." In Critical Thinking Skills, 85–104. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1_6.

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Cottrell, Stella. "Reading between the lines." In Critical Thinking Skills, 73–87. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1_6.

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Cottrell, Stella. "Critical reading and note-making." In Critical Thinking Skills, 147–66. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1_9.

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Cottrell, Stella. "Critical reading and note-making." In Critical Thinking Skills, 129–46. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55052-1_9.

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Murtiningsih, Sri Rejeki, and Winda Hapsari. "Teaching Reading to Encourage Critical Thinking and Collaborative Work." In International Perspectives on Teaching the Four Skills in ELT, 153–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63444-9_11.

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Sidhu, Gurnam Kaur, Sarjit Kaur, Peck Choo Lim, and Yuen Fook Chan. "Assessing the Critical Reading Skills of Postgraduate Students: Perspectives of Supervisors and Supervisees." In Assessment for Learning Within and Beyond the Classroom, 43–52. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_4.

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Triarisanti, Risa, Dwi Bhakti Oktavianto, and Didi Sukyadi. "Critical Thinking Abilities and Korean Reading Skills: To what extent do they correlate?" In Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 485–89. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-91-6_76.

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Baumann, Isabell Eva. "Enhancing Reading and Digital Competencies." In andererseits - Yearbook of Transatlantic German Studies, 261–72. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839469811-021.

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This article examines the interplay between reading and digital competencies and argues for a holistic approach to media literacy that encompasses both digital and traditional competencies. The author argues that reading literacy is not just a subset but a fundamental component of media literacy, essential for critical engagement with different texts and media. The paper also explores how young people's digital literary reviews on Instagram can contribute to traditional literary criticism, and suggests that such activities could increase students' motivation to read. It postulates that the skills developed through engagement with literary texts are crucial to achieving high levels of media literacy. Encouraging literary reading and using digital platforms for literary discussion fosters a deeper appreciation of literature, improves motivation to read and can contribute to a more sophisticated understanding of media content.

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Malamitsa, Katerina, Michael Kasoutas, and Panagiotis Kokkotas. "Developing Greek Primary School Students’ Graph/Chart Interpretation and Reading Comprehension as Critical Thinking Skills." In Adapting Historical Knowledge Production to the Classroom, 181–94. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-349-5_13.

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Haerazi, Zukhairatunniswah Prayati, Lalu Ari Irawan, and Rully May Vikasari. "Developing students' critical thinking skills through culture-based instructional materials in EFL reading and writing courses." In Post Pandemic L2 Pedagogy, 101–7. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-17.

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Conference papers on the topic "Critical reading skills"

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"Study on Application of Reading Skills in Critical Reading Teaching." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.049.

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Utom, Asep Purwo Yudi, Andayani Andayani, and Atikah Anindyarini. "Critical Reading Skills in Writing Scientific Papers containing the 21st Century Skills." In Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.8-12-2021.2322556.

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Raajitha, Rachuri, C. S. Srinivas, Siva Sankari Goteti, Ayyagari Nageswara Rao, and Pavan Kumar Nowbattula. "Learning critical thinking skills through reading during pandemic time." In CHEMISTRY BEYOND BORDERS: INTERNATIONAL CONFERENCE ON PHYSICAL CHEMISTRY: The 1st Annual Meeting of the Physical Chemistry Division of the Indonesian Chemical Society. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0166160.

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Maximova, Olga. "CRITICAL PEDAGOGY APPROACH TO IMPROVE FOREIGN LANGUAGE READING SKILLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0957.

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Rodionova, Irina, and Olga Titova. "SKILLS OF CRITICAL READING: TECHNOLOGY OF DEVELOPMENT AND WAYS OF IMPROVEMENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1816.

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Parhadjanovna, Saidakbarova Saodat. "MASTERING THE ART OF READING: TECHNIQUES AND STRATEGIES TO ENHANCE READING SKILLS." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-89.

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Teaching reading comprehension is crucial in foreign language learning because it helps learners acquire new vocabulary, improve their grammar, and develop their critical thinking skills. However, the challenges of teaching reading comprehension in a foreign language include the difficulty of selecting appropriate texts, the complexity of the language used in the texts, and the lack of motivation among learners. The article recommends that teachers use a variety of strategies to enhance reading skills, such as pre-reading activities, vocabulary building exercises, and post-reading discussions.

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Tsela, Vassiliki, Georgia Andreou, Maria Liakou, and Julie Baseki. "Morphological awareness in L1 and L2 reading skills." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0051/000466.

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The present study investigated the effect of morphological awareness on three measures of reading, namely decoding, fluency and comprehension, in Greek as a first language (L1) and in French as a foreign language (L2). Morphological awareness was assessed via two tasks, a verb inflection task and a word production task. The results of this study indicated that the student’s performance in the two morphological tasks was significantly associated with their performance in the reading tasks. Our results support our hypothesis that morphological awareness can be a significant predictor of the high or low performances in decoding, reading fluency and reading comprehension in both L1 and L2 and it plays a critical role in reading efficiency.

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Gilmanova, Alfia, and Olga Melnikova. "STRUCTURAL LITERARY ANALYSIS AS A WAY TO DEVELOP CRITICAL READING SKILLS OF EFL LEARNERS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1801.

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Amalia, Nur, Harun Prayitno, Ratnasari Utami, Dwi Saputri, Rino Irawan, and Diana Wati. "Analysis of Upper Primary Students‘ Critical Reading Skills in Surakarta Based on School Accreditation." In Proceedings of the 4th Progressive and Fun Education International Conference, Profunedu 2019, 6-8 August 2019, Makassar, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.7-8-2019.2288431.

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Caratozzolo, Patricia, and Alvaro Alvarez. "A New Transdisciplinary Approach to Foster Soft Skills in Engineering : Using Critical Reading Micro-Workshops." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629775.

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