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Journal articles on the topic 'Critical reading skills'
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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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Nurjanah, Kokom, and Santi Setiyaningsih. "CRITICAL READING SKILLS, ACADEMIC VOCABULARY MASTERY, AND ARGUMENTATION WRITING SKILLS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 1 (March 16, 2022): 007–10. http://dx.doi.org/10.33751/jhss.v6i1.4979.
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The purpose of this study was to investigate argumentation writing skills in terms of critical reading and student academic vocabulary mastery. This research was conducted at the Department of English Education, Semester VII, STKIP Kusuma Negara Cijantung. The research method used is a correlation survey with technical regression analysis. Collecting data from research variables using test instruments. The results of this study reveal that: (1) critical reading has a positive effect on students' argumentation writing skills; (2) academic vocabulary mastery has a positive influence on students' argumentative writing skills; and (3) critical reading and mastery of academic vocabulary have a positive influence on students' argumentative writing skills. Therefore, it can be concluded that the improvement of critical reading skills, mastery of academic vocabulary supports the improvement of students' argumentation writing
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Sudrajat, Didi. "DEVELOPING CRITICAL READING SKILLS FOR INFORMATION AND ENJOYMENT." IJOLTL: Indonesian Journal of Language Teaching and Linguistics 3, no. 2 (May 30, 2018): 147–58. http://dx.doi.org/10.30957/ijoltl.v3i2.453.
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Critical reading has been the issue in teaching reading throughout school programs. The main objective of the critical reading is to achieve comprehension using various reading techniques. Problems of reading comprehension, however, are difficult to handle and institutions require sets of teaching principles in a comprehensive plan. The main problem of critical reading is asking students to involve in the reading manners that conform to the purposes of reading. This paper presents a slight review of literature in teaching reading in general, providing theories on reading comprehension, reading process, and developing critical reading techniques.
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., SULTAN, Ahmad ROFIUDDIN, NURHADI ., and Endah Tri PRIYATNI. "The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills." Eurasian Journal of Educational Research 17, no. 71 (October 20, 2017): 159–74. http://dx.doi.org/10.14689/ejer.2017.71.9.
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Aghajani, Mojtaba, and Emad Gholamrezapour. "Critical Thinking Skills, Critical Reading and Foreign Language Reading Anxiety in Iran Context." International Journal of Instruction 12, no. 4 (October 1, 2019): 219–38. http://dx.doi.org/10.29333/iji.2019.12414a.
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Harefa, Afore Tahir. "Jigsaw Cooperative Learning to Improve Critical Reading Skills." Edumaspul: Jurnal Pendidikan 4, no. 1 (March 1, 2020): 374–79. http://dx.doi.org/10.33487/edumaspul.v4i1.2124.
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This research aims to analyze (1) the design of learning planning for critical reading comprehension of English through jigsaw-type cooperative learning in Critical reading courses; (2) the implementation of learning the understanding of critical reading of English through jigsaw type cooperative learning in critical reading courses; (3) the evaluation system of learning critical reading comprehension of English through jigsaw type cooperative learning; and (4) improved students' critical English reading comprehension skills through jigsaw-type cooperative learning on Critical reading courses. The research method used is Classroom Action Research which is carried out in three cycles. The subject of this study is students who take Critical Reading courses in the even semester of 2020. The data collection techniques used in this study are assessment sheets, observations, and tests. The data analysis used is the analysis of description. The conclusions of this study are (1) the learning design used in preparing the lesson plan is ASSURE. The preparation of SAP in critical reading learning is based on competency standards, basic competencies, indicators, learning objectives, subject matter, methods, and sources, as well as a cooperative learning approach consisting of four activities, namely critical reading, expert group discussions, home group discussions, and quizzes; (2) the implementation of learning is an activity carried out by students and lecturers in learning critical reading comprehension using jigsaw type cooperative learning. The observed student activities include activeness, attention, cooperation, and responsibility. Lecturer activities observed include lecturer activities from preliminary activities, presentation and closing of learning; (3) the evaluation system is the result of analysis of critical reading comprehension questions in the form of multiple choices with four choices using an interest which includes validity, reliability, discriminatory power, and level of difficulty of the questions, and; (4) Jigsaw cooperative learning can improve critical reading comprehension skills, namely the ability of students to understand and answer questions about the basics of critical reading comprehension and the ability to conclude reading or text content.
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Dadour, Rania Mokhtar. "Developing Students' Critical Reading Skills through GDS." مجلة القراءة والمعرفة 20, no. 1 (November 1, 2020): 1–16. http://dx.doi.org/10.21608/mrk.2020.150473.
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Auten, Jessica. "Developing Critical Thinking Skills for Effective Reading." CALICO Journal 21, no. 3 (December 4, 2017): 605–12. http://dx.doi.org/10.1558/cj.35204.
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Powell, Sarra Saffron. "Writing assignments: reading and critical thinking skills." British Journal of Healthcare Assistants 2, no. 10 (October 9, 2008): 503–5. http://dx.doi.org/10.12968/bjha.2008.2.10.503.
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Min, Guo Si, Intan Safinas Mohd Ariff Albakri, Noriah Ismail, Mazlin Mohamed Mokhtar, Noraini Zulkepli, Mohd Haniff Mohd Tahir, and Puteri Zarina Megat Khalid. "Fostering critical thinking using Graphic Organizers in English language reading class." Studies in English Language and Education 10, no. 3 (September 16, 2023): 1309–25. http://dx.doi.org/10.24815/siele.v10i3.29973.
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Fostering students’ critical thinking (CT) is an increasing concern in EFL classrooms in China as many students struggle to utilize the skill, particularly in EFL reading comprehension classes. This study investigated the effects of graphic organizers (GOs) on 60 Chinese senior high school students’ CT skills (analyzing and generalizing) in EFL reading classes. This study adopted a quasi-experimental mixed-method research design involving an experiment and an interview. The findings of this study showed the positive impacts of GOs on students’ CT skills. After the intervention, the results of the experimental group improved significantly. The findings showed that GOs could effectively improve the analytical and generalization skills of Chinese high school English reading class students. The students in the experimental group reported that the instructions received were motivating, increased their comprehension, made them more focused on reading and aware of CT skills and how to apply them in real reading contexts. This study implies that teachers may consider GOs an alternative teaching tool to improve CT skills in English Language reading classes, particularly in EFL contexts. Guidelines for teachers to use the different types of GOs to promote critical thinking should also be prepared to ensure the effective use of GOs in promoting reading comprehension and critical thinking skills.
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YILDIRIM, Sefa, and Yusuf SÖYLEMEZ. "The Effect of Performing Reading Activities with Critical Reading Questions on Critical Thinking and Reading Skills." Asian Journal of Education and Training 4, no. 4 (December 21, 2018): 326–35. http://dx.doi.org/10.20448/journal.522.2018.44.326.335.
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The 21st century individual should be able to access information and critically evaluate and interpret it. What creates this obligation is the information bombing and political and commercial perception management brought about by virtual networks, the media and globalization. Therefore, critical thinking and its sub-component, critical reading, are becoming more and more important because they are the assistants of the individual who has to distinguish right from wrong and the truth from propaganda in life and texts. The aim of this study is to reveal the effect of performing reading activities with critical reading questions developed by the researchers on critical thinking and reading skills, and to pave the way for further research in this area. Study sample consisted of 232 students of Ağrı Ibrahim Çeçen University in the academic year of 2016-2017. Participants were recruited using random sampling technique. This was a mixed design study. The qualitative dimension of the study was based on a screening model. Data were collected using document review and interview methods, and were analyzed using content analysis. The quantitative dimension of the study was based on a quasi-experimental model. Data were collected using a Critical Thinking Self-Evaluation Form and a Critical Reading Scale (pre-test-post-test) before and after a 7-week application. Data were analyzed using a statistical software package. T-test and ANOVA were used for analysis. Results show that reading activities with critical reading questions have a statistically significant effect on students’ critical thinking and reading skills. Qualitative data also support these results.
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عبدالرسول, محمد. "Using Reading Circles Strategy for Developing Preparatory Students' Critical Reading Skills and Social Skills." مجلة دراسات فی المناهج وطرق التدریس 204, no. 204 (August 1, 2014): 101–52. http://dx.doi.org/10.21608/mjat.2014.103616.
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Gulnara, Abdullayeva. "USING AUTHENTIC MATERIALS TO DEVELOP STUDENTS’ CRITICAL READING ABILITY." International Journal Of Literature And Languages 4, no. 6 (June 1, 2024): 7–11. http://dx.doi.org/10.37547/ijll/volume04issue06-02.
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This article uncovers the potential of authentic materials, such as real-world texts, materials and resources, in developing students' critical reading abilities. It argues that traditional textbook-based approaches often fail to engage students in meaningful ways and lack the complexity and relevance required for fostering critical thinking skills. The article examines specificstrategies for incorporating authentic materials into the classroom, highlighting their effectiveness in motivating students, promoting deeper understanding of content, and developing essential critical reading skills such as analysis, evaluation, and synthesis. The benefits of using authentic materials for various subject areas and age groups are discussed, alongside practical tips and resources for educators.
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Abdul Hakim and Sri Wahyuni. "A Critical Review: Technology as Learning Media in Teaching Reading." J-SHMIC : Journal of English for Academic 11, no. 1 (February 29, 2024): 77–83. http://dx.doi.org/10.25299/jshmic.2024.vol11(1).15830.
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Reading is a language skill that makes it possible to understand information clearly, this skill is one of the basic skills that allows students to improve their performance. Technology is something interesting for students at this time, especially for the Generation Z students who were born around the year of 1995-2012. The purpose of this article is to do a Systematic Literature Review (SLR) on technology as learning media in teaching reading. This article will provide research on technology as a learning medial for teaching reading from 2015 to 2022 across several countries, primarily focusing on high school students. Various data collection methods were used, including questionnaires, interviews, tests, and observations. 14 studies examined the effectiveness of technology in teaching reading, highlighting its importance in creating engaging educational environments and improving reading skills through personalized learning experiences. These studies emphasized the transformative impact of technology-based tools, particularly apps, in enhancing reading skill development. Early reading media based on technology, incorporating visuals, animations, audio, and interactive quizzes, were found to enhance learning experiences, making reading more enjoyable and effective.
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Ocak, Gürbüz, and Engin Karslı. "Relationship between Critical Reading Skills and Creative Reading Perceptions of Fifth Grade Students." International Journal of Education and Literacy Studies 10, no. 3 (August 12, 2022): 91–100. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.91.
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The aim of this study is to examine the relationship between critical reading skills and creative reading perceptions of fifth grade students. In the study, correlational research design was employed. The population of the study consisted of approximately 5000 fifth grade students studying at schools in the city center and at central village schools in Uşak Province, Turkey in the 2019-2020 academic year. The sample of the study consisted of 446 fifth grade students selected from this population through stratified sampling. To collect the data, the “Critical Reading Skill (CRS) Scale” and the “Perception Scale of Creative Reading” (PSCR) scale were used. In the analysis of the data, descriptive statistics, correlation, one-way and two-way analysis of variance, regression analysis and one-way multivariate analysis of variance were used. As a result of the research, it was found that there was a positive and significant relationship between the critical reading skills and creative reading perception levels of fifth grade students (r =.886, p.01). In addition, it was found that critical reading skill was a significant predictor of creative reading perception (R2=.785, p.01). It was concluded that gender groups did not significantly affect the relationship between critical reading skill level and creative reading perception level of fifth grade students while average daily TV viewing time and the number of the books read in a month variables significantly affected this relationship. In addition, it was revealed that critical reading skill scores were significant predictor of creative reading perception scores. Lastly, our results indicated that critical reading skill level and the number of the books read in a month had common effect on the creative reading perception level of the students.
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Hasanah, Mamluatul, Ahmad Mubaligh, Risna Rianti Sari, Alfiatus Syarofah, Hasyim Amrullah, and Muhammad Yasin Fatchul Barry. "Critical Literacy in Arabic Language Learning: (Implementation of GBA SFL in Improving Critical Reading Ability)." Arabiyatuna : Jurnal Bahasa Arab 6, no. 2 (November 4, 2022): 711. http://dx.doi.org/10.29240/jba.v6i2.4239.
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This research aimed to create a prototype of the construction of learning to read Arabic with a critical literacy approach based on the SFL GBA and its implementation in learning reading skills. The systemic functional linguistics’ genre-based approach (SFL-GBA) was used to foster a critical attitude towards reading in the scope of Arabic Language Education students’ reading skills. The method used was action research, with the hope that PBA students of UIN Maulana Malik Ibrahim Malang could have critical reading competencies. The results of this study demonstrated a prototype of the construction of learning Arabic reading skills with a critical literacy approach based on the SFL GBA and the guidance of the prototype implementation in the Arabic reading skills class. After this action, students could find out the types of text, the structure, and linguistic features of the text, to later be criticized according to the data they got.
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Par, Leonardus. "The EFL Students’ Critical Reading Skills Across Cognitive Styles." JEELS (Journal of English Education and Linguistics Studies) 5, no. 1 (May 18, 2022): 73–96. http://dx.doi.org/10.30762/jeels.v5i1.72.
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This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.
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Sari, Cut Purnama, Anang Santoso, Roekhan Roekhan, and Gatut Susanto. "EXPLORING THE IMPACT OF CRITICAL DISCOURSE ANALYSIS (CDA) ON ENHANCING 21ST CENTURY TEACHERS’ CRITICAL READING ABILITIES." English Review: Journal of English Education 12, no. 1 (February 11, 2024): 323–32. http://dx.doi.org/10.25134/erjee.v12i1.9125.
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This research aims to investigate the relationship between critical reading abilities and critical discourse analysis (CDA) competencies among future 21st century educators, emphasizing the critical necessity for these educators to possess such skills in today's demanding educational landscape. A sample of 70 prospective teachers was analyzed to determine the interconnection between their abilities in critical reading abilities and CDA, with an exploration into how one skill may influence the other. Additionally, the study examines the role of cognitive style—specifically, field-independent and field-dependent thinking—as a moderating factor in this relationship. Findings indicate a significant positive impact of CDA capabilities on critical reading abilities, suggesting that proficiency in analyzing discourse critically enhances one's ability to read with a critical eye. Furthermore, the study reveals no significant difference in CDA and critical reading abilities between participants categorized as field-independent thinkers versus those identified as field-dependent thinkers. These outcomes highlight the need for further research to explore additional factors that may affect the development of critical reading and discourse analysis skills. The study concludes with a call for educational strategies that integrate both critical reading and CDA competencies, considering the varied cognitive styles of learners.
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Kaowiwattanakul, Sukanya. "CEFR Based Learning Approach: Using Literature to Enhance EFL Students’ Reading Skills and Critical Thinking Skills." English Language Teaching 14, no. 11 (October 20, 2021): 66. http://dx.doi.org/10.5539/elt.v14n11p66.
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The purposes of this research were to: 1) study whether the use of literature activities improved EFL students’ reading skills and critical thinking skills according to CEFR at C1 level; 2) investigate students’ critical thinking skills in studying a literature course; and 3) examine students’ attitudes towards the use of literature activities in developing reading skills and critical thinking skills. The sample consisted of 47 second-year English major students who were enrolled in the Introduction to Literature Course in the academic year 2020 at a public university in the northern part of Thailand. The instruments included five lesson plans using literature activities to develop reading skills and critical thinking skills, a reading test, a reflective writing task, and a list of semi-structured interview questions. T-test, mean, and standard deviation calculations including content analysis were used for data analysis. This study found that the EFL students’ reading skills and critical thinking skills improved significantly following participation in literature activities based on Reader-Response theory. The EFL students demonstrated average level critical thinking skills and they held positive attitudes towards the use of literature activities for developing reading skills and critical thinking skills.
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Afifah, Wiwiek, Soeharto Soeharto, Tri Rina Budiwati, and Zanuwar Hakim Atmantika. "Enhancing Reading Abilities: Exploring the Interrelationships among Speed, Critical, and Creative Reading through Classroom-Based Action Research." Lectura : Jurnal Pendidikan 14, no. 2 (August 1, 2023): 314–26. http://dx.doi.org/10.31849/lectura.v14i2.14926.
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When students have good level of speed, critical and creative reading abilities, they will easily understand scientific knowledge and able to understand big volume of reading sources. However, most of teaching reading are dominated with conventional methods emphasizing on reading with question-and-answer. For the reasons, this study explores how do reading skills for speed, critical, and creative interrelate to one another, what specific techniques can be applied to enhance the level of students’ speed, critical, and creative reading abilities, and how were the three readings skills interrelation and connected to Foreign Language Learning theories. The research design was classroom action research with the participants of 35 students from English Literature Study Program. Two types of data: quantitative and qualitative were gained by using test and non-test. They were analysed descriptively by using interactive data analysis consisting of reduction, presentation, and verification. The data showed that students’ speed, critical, and creative reading abilities were still under standard but after the treatments, they made improvement. Their speed, critical and creative reading abilities reached standard scores. There is interrelation among speed, critical, and creative reading abilities. While integrating them in the reading class, students’ level of reading skills enhanced. They could employ speed-reading strategies to quickly comprehend the texts before engaging in critical and creative reading. In critical reading, students could optimize their ability in questioning, problematizing and not passively follow the information given by the authors. Yet, students can read the text by optimizing their imagination in understanding the text information.
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Podosynnikova, Hanna. "Teaching critical reading of authentic Publicistic texts from the internet editions to pre-service English teachers." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 1 (142) (March 30, 2023): 27–34. http://dx.doi.org/10.24195/2617-6688-2023-1-4.
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The article deals with one of the current problems related to modern foreign language and culture teaching methodology – the development of pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions. Particularly, the notions of critical thinking and critical reading are defined. Various points of view in the psychological and pedagogical literature concerning the concept “critical thinking” are described; the key features of critical thinking in the educational dimension are outlined. The attention is focused on theoretical methodological background of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts taken from the Internet editions. The main methodological types of reading are outlined, the peculiarities of critical reading as compared to analytical reading are revealed. The critical reading skills are considered. The main stages of developing critical thinking skills in correlation with building up critical reading skills are characterized. It is substantiated that the potential of authentic publicistic texts from the Internet editions in developing pre-service English teachers’ critical reading skills is considerable. It is determined that the main goal of developing pre-service English teachers’ critical reading skills on the material of authentic publicistic texts from the Internet editions is to expand students’ cognitive skills and competencies to solve social, scientific, practical and professional problems effectively. The article considers the strategies of forming pre-service English teachers’ critical thinking skills on the material of authentic publicistic texts from the Internet editions that are annotating, pre-scanning, contextualization, putting questions, reflexion, outlining and summarizing, evaluating statements, comparing and contrasting of thematically relevant texts, etc. The teaching techniques of developing critical thinking skills in the process of teaching critical reading to pre-service English teachers are offered.
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Marmita, Listya. "MENINGKATKAN MINAT BACA, KEMAMPUAN MEMAHAMI BACAAN, DAN BERPIKIR KRITIS SISWA MELALUI PENERAPAN SUSTAINED SILENT READING (SSR) DAN READING RESPONSE [IMPROVING STUDENTS' READING INTEREST, READING COMPREHENSION, AND CRITICAL THINKING THROUGH THE IMPLEMENTATION OF SUSTAINED SILENT READING (SSR) AND READING RESPONSE]." Jurnal Teropong Pendidikan 1, no. 2 (May 27, 2021): 126. http://dx.doi.org/10.19166/jtp.v1i2.3462.
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<div><p class="1eAbstract-text">Reading is one of the many skills which is taught in Indonesian language lessons. During lessons, students are usually asked to read a passage of text and answer comprehension questions. This makes reading activities less interesting. Since students are not able to find enjoyment in reading and they gain limited vocabulary. Consequently, students think that the Indonesian language is hard to master. Students’ reading interest, reading comprehension and critical thinking skills are low. This situation has urged the researcher to apply Sustained Silent Reading (SSR) and Reading Response as an alternative solution to the problem, as an act of improvement. Through the method of class action research, this research aims to describe the process of implementing Sustained Silent Reading (SSR) and Reading Response; analyse the development of students’ reading interest, reading comprehension and critical thinking skills; and also to describe the constrains during the implementation. Data has been collected with field notes, observation and scores of the students’ work using rubrics. The research consists of 3 cycles after which data was processed qualitatively and analysed descriptively. The research showed that students’ reading interest, comprehension and critical thinking skill had improved.</p></div>
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Hromova, Nataliia. "EFL STUDENTS’ ATTITUDE TO CRITICAL READING." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 93–96. http://dx.doi.org/10.24144/2524-0609.2021.48.93-96.
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. Critical thinking skills are one of the key requirements for a modern specialist in the professional world nowadays. Applying critical thinking while reading texts must become the essential approach to dealing with information. This study focuses on an exploratory investigation of the students’ attitude to critical reading tasks at the English classes. The present survey aims at exploring low-intermediate students’ attitude to critical reading assignments used at the English classes. The main tasks are the following: 1) to carry out a survey on students’ attitude towards critical reading and critical reading instruction at university; 2) to test the students’ critical reading skills; 3) to interview the students on their assessment of the reading tasks to identify the habits of mind available to develop their critical reading skills. The data were collected from the students’ questionnaire, the critical reading test and the students’ interviews. The findings support the results of the foreign researchers’ surveys about the lack of curiosity, relevant habits of mind and the majority of textbooks containing factual tasks which hinder the development of the readers’ critical attitude to information. Although the students admitted the general importance of critical reading, they did not seem to understand the essence of these skills and showed indifference to critical reading tasks during the second and third stages of the experiment. Thus, the prospects of the further research aim at designing and implementation of a reading English texts program for university low-intermediate students which could involve more critical reading assignments to promote critical habits of mind.
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Par, Leonardus. "THE EFL STUDENTS’ CRITICAL READING SKILLS ACROSS COGNITIVE STYLES." JEELS (Journal of English Education and Linguistics Studies) 5, no. 1 (May 27, 2018): 73–96. http://dx.doi.org/10.30762/jeels.v5i1.541.
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This study aims to explore the difference
between the field independent (FI) and field dependent
(FD) learners in the area of EFL critical reading skills. To
this end, 60 undergraduate EFL students who had taken
and passed the Critical Reading course involved as the
subjects. The Group Embedded Figure Test (GEFT) was
administered to classify the students’ cognitive styles into
FI and FD groups. Furthermore, to measure the students’
critical reading skills, the critical reading comprehension
test (CRCT) in the form of multiple choice questions was
developed and administered. The test items were focused
on assessing students’ analytical and inferential skills of
reading texts, specifically on determining the main idea,
the purpose, the tone, making an inference and taking
conclusion. The findings indicate that there is a
statistically significant difference in the critical reading
skills between FI and FD students. More specifically, the
differences are in determining the main idea, determining
the purpose, making an inference, and taking the
conclusion of the texts in the CRCT. Pedagogically,
selecting appropriate reading texts to be used in Critical
Reading course practice for developing the students’
critical reading skills will be beneficial for both of FI and
FD students.
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Sriwantaneeyakul, Suttawan. "Critical Reading Skills and Translation Ability of Thai EFL Students: Pragmatic, Syntactic, and Semantic Aspects." English Language Teaching 11, no. 4 (March 3, 2018): 1. http://dx.doi.org/10.5539/elt.v11n4p1.
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Translation ability requires many language skills to produce an accurate and complete text; however, one important skill, critical reading in the research, has been neglected. This research, therefore, employed the explanatory sequential mixed method to investigate the differences in Thai-English translation ability between students with a high level of critical reading skill and students with a low level of critical reading skill, and to examine the relationship between translation ability and critical reading skill. Moreover, translation error analysis, with four main aspects, pragmatic, syntactic, semantic, and miscellaneous errors, was also conducted to explore the dominant translation errors committed by both groups of students. To this end, the participants of the study were 60 English major students from a Thai university. The results of the study showed that there was a significant difference in Thai-English translation ability between the students with a high level of critical reading skill and the students with a low level of critical reading skill, and a significant correlation between translation ability and critical reading skill. In the translation error analysis, the semantic aspect, particularly the wrong use of words, was found to be the most frequent error committed by both groups of students.
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Ansas, Velayeti Nurfitriana, Asma Azizah, Dwi Bhakti Oktavianto, and Siti Balqis Nasihin. "STUDENTS' METACOGNITIVE SKILLS AND CRITICAL READING SKILLS OF KOREAN TEXTS: HOW DO THEY CORRELATE?" International Journal of Education 16, no. 1 (February 27, 2023): 31–42. http://dx.doi.org/10.17509/ije.v16i1.40862.
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Metacognitive skills are considered a pivotal modal for students to develop critical literacy, especially in reading activities, as part of the main goals of 21st-century language education. These skills also help the students succeed in their learning process because they involve the ability to evaluate one's capacity and achievement in learning. Although much research has been initiated, Korean as a foreign language (KFL) student is little known. To fill the void, this ongoing study investigates the level of metacognitive skills in reading among Indonesian undergraduate students majoring in Korean language education. Employing a descriptive quantitative approach, the researchers distributed a questionnaire and interview on students’ metacognitive skills in critical reading. What about items about critical reading skills? It also turned out you have interview data. please include here in the abstract. The data were analyzed, focusing on the mean scores and percentages to get the main points of the student's responses and how students apply their metacognitive skills in critical reading. The results showed that as many as 75% of students had a moderate level of metacognitive skills, and only 5.5% had a high level of metacognitive skills. This shows that students' metacognitive abilities still need to be improved. Of the eight indicators measured, the ability in time management shows a low value. Meanwhile, the ability to implement strategies shows a high value. It can be concluded that students still have to improve their metacognitive skills in critical reading, especially in time management.
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Afanasjeva, Olga, Marina Fedotova, and Marina Smirnova. "Coherence of critical reading skills and teacher training development." Espacios 41, no. 46 (December 3, 2020): 92–101. http://dx.doi.org/10.48082/espacios-a20v41n46p09.
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The study presents critical reading as a specific type of learning activity in education. The focus of the research is on the content and structure of critical reading process aimed at the development of critical reading skills as one of the objectives of professional training in pedagogical universities with much attention paid to the ways students and teachers conceptualize this phenomenon. The authors advance some ideas concerning the scope of critical reading skills as part of teacher’ professional competence.
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Erkek, Gülten, and Zekerya Batur. "A Comparative Study on Critical Thinking in Education: From Critical Reading Attainments to Critical Listening Attainments." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 142. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.142.
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The importance of this study is to contribute to the development of curriculums and materials to be prepared for Turkish course in order to serve the needs of the era by creating a critical listening attainment list from the philosophy of the national curriculum and from the education programs of countries which are considered successful internationally. In the literature, there have been very few studies on critical listening skills. In addition, in the educational programs of the countries, there is a lack of achievements in listening skills, especially in critical listening skills. Besides, there is no mention of exams that measure critical listening skills. It is stated in the literature that reading and listening skills are understanding-based skills that serve the same purpose. Therefore, in this study, the attainments of the countries towards reading skills were examined and adapted to listening skills. A draft form was created on the basis of opinions of the experts in the field and a critical listening attainment list was created. It is believed that the “Critical Listening Attainment Framework”, which was created with the aim of improving students’ critical listening skills, will contribute to the field of education.
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Rivadeneira-Barreiro, María Piedad. "Developing critical thinking skills to improve reading comprehension." Revista Boletín Redipe 9, no. 4 (April 1, 2020): 170–78. http://dx.doi.org/10.36260/rbr.v9i4.957.
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The aim of this study is to determine the relationship between critical thinking skills and reading comprehension. Data was collected from treatment sessions, a self-evaluation and a test on critical thinking skills with two groups of learners from a language department at an Ecuadorian university. The results showed insignificant relation between critical thinking skills and learners' reading comprehension. The findings also revealed both groups had small differences during the pretest and posttest. The pretest and posttest showed minimal changes between groups, as well. Participants’ lack of concentration in texts, the unawareness and scarce use of their critical thinking skills were evidenced in their grammar, syntactic and semantics’ mistakes. The implications of these findings suggest further research in this area, exploring teaching practices that foster students’ critical thinking skills and reading comprehension.
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Sari, Dina Merris Maya, and Yudy Prasetyo. "Project-based-learning on critical reading course to enhance critical thinking skills." Studies in English Language and Education 8, no. 2 (May 3, 2021): 442–56. http://dx.doi.org/10.24815/siele.v8i2.18407.
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In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.
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Sumarni, Sri, and Farah Salsabila. "THE INFUSION OF CRITICAL THINKING SKILLS INDICATORS AND MICROLEARNING PRINCIPLES IN THE ENGLISH READING Materials for Vocational School Students: A Content Analysis." English Review: Journal of English Education 11, no. 3 (October 27, 2023): 699–708. http://dx.doi.org/10.25134/erjee.v11i3.8819.
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This study aims to reveal the critical thinking skills indicators and microlearning features integrated in the English reading materials for vocational school students in Indonesia. A content analysis was employed to examine reading materials available in the English Coursebook Work in Progress for SMA/SMK/MA Grade X published by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia 2022. The critical thinking skills analysis was meant to capture to what extend do the reading materials coverage signify to the lifelong learning, while the microlearning features investigation was meant to portray how the reading materials are presented to support self-directed learning. 8 critical thinking skills indicators proposed by Anderson and Krathwohl. (2001) were hired as the parameters in determining the integration of the critical thinking skills. Microlearning framework proposed by Allela (2021) were used to determine the reading lesson sequences, with which instructional methods associating each sequence. The results revealed that the reading materials for grade X are presented in 8 printed texts covered descriptive, recount, procedures, expository and narrative. These texts have potentially carried critical thinking skills indicators. The contexts are all pictures and instructions that have potentially presented 3 critical thinking skill indicators. The activities cover 15 comprehension activities and 4 beyond the comprehension activities; 7 Critical thinking indicators are potentially embedded in this part. The reading materials presentation, one set are clearly sequenced in the framework of microlearning covers pre-text, text, and post-text. While the other 7 sets sequenced text and post-text. The analysis indicated most of the critical thinking indicators integrated in the reading materials are under analysis and evaluation.
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Brudzińska, Patrycja. "Children's critical reading skills. Between theory and practice." Rozprawy Społeczne 13, no. 4 (February 29, 2020): 37–46. http://dx.doi.org/10.29316/rs/114086.
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Rice, Mary. "Using Customer Reviews to Build Critical Reading Skills." English Journal 97, no. 1 (September 1, 2007): 89. http://dx.doi.org/10.2307/30047214.
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Rice, Mary. "Using Customer Reviews to Build Critical Reading Skills." English Journal 97, no. 1 (September 1, 2007): 89–93. http://dx.doi.org/10.58680/ej20076228.
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Junior high school teacher Mary Rice designs a consumer research unit that cultivates students’ critical reading and thinking skills. As students learn how to develop and revise criteria for evaluating the reliability of online information, they read customer reviews, research products, and present their findings orally.
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Loaiza Zuluaga, Yasaldez Eder, Gloria Matilde Gil Duque, and Fabián Andrés David Narváez. "A study of critical thinking in higher education students." Latinoamericana de Estudios Educativos 16, no. 2 (July 1, 2020): 256–79. http://dx.doi.org/10.17151/rlee.2020.16.2.13.
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The study shows a proposal on specific diagnosis of critical thinking skills in higher education students according to literal, inferential and critical reading levels. A literature review on Critical thinking was done to support concepts. This proposal is adapted from the variables of the information obtained. One of the conclusions shows that the career profile is a determining factor in the result and that motivation and interest are outstanding in the reading and writing processes. Teaching students to evaluate their own processes and helping teachers to include critical readings in their curricula will help to develop effective skills associated with critical thinking. The general objective of the research project is to strengthen Critical Thinking and the argumentative capacity of the students of the schools of Administration, Health Sciences, Engineering and Architecture, Social Sciences, Humanities and Theology through strategies of reading and writing. A mixed methodology was used; the researches designed and administered 2 critical reading texts, each with 10 questions and organized in 3 reading levels (literal,inferential and critical), to 158 students; then, a data analysis on how students infer, interpret and analyze text content before they start a communicative course was done. The results show that according to the professional profile, some students are more argumentative that others and that students lack Critical Thinking skills.
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مصطفى, سالى محمد سعد الدين. "Improving the Engineering Students’ Critical Thinking Skills in English Reading Texts through Critical Reading Strategies." مجلة کلية التربية. بنها 34, no. 135 (July 1, 2023): 1–56. http://dx.doi.org/10.21608/jfeb.2023.238625.1764.
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Mary Nerissa T. Castro, MST. "Literature Circle: A Strategy in Improving Critical Thinking Skills." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 65–85. http://dx.doi.org/10.32996/ijels.2021.3.2.9.
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Reading is the prime foundation of one’s academic and social status. However, this vital skill is what most students lack attention and interest. As a result, it deteriorates their critical thinking skills. To address the problem, Harvey Daniel introduced his literature circle strategy. It showcases different features that likely aid student’s struggles in the aspect of reading. This study, therefore, aims to determine the effectiveness of the literature circle strategy in improving critical thinking skills in reading among students at the University of Cebu-Banilad Campus. The study utilized a quasi-experimental method where the 48 ABM Grade 12 research subjects of the study were divided into two groups, namely: control and experimental. Strategies employed in these groups were different. The traditional method was practiced in the control group, while the literature circle strategy was implemented in the experimental group. For data gathering, a researcher-made test about the short story “Dead Stars” by Paz Marquez Benitez was used as the main instrument. Another short story entitled “The Small Key” by Paz Latorena was used as a springboard in the implementation of strategies for both groups. Statistical treatments used for data analysis were simple percent, t-test for Correlational Samples, and t-test for Two Independent Samples. Findings revealed that in measuring subjects’ critical thinking skills in reading, there is a significant difference between the posttest performances of the groups. The research subjects under experimental group performed higher than the control group. The study concludes that literature circle strategy is effective in enhancing student’s critical thinking skills in reading.
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Marwan, Fery Muhamad Firdaus, and Ida Wuri Handayani. "Increase Reading Comprehension and Critical Thinking through Reading Stories." Jurnal Ilmiah Sekolah Dasar 8, no. 2 (June 27, 2024): 391–401. http://dx.doi.org/10.23887/jisd.v8i2.66783.
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The successful implementation of the teacher's learning process in Indonesian language lessons in elementary schools depends on students' understanding of basic reading and critical thinking skills. The aim of the research is to develop teaching modules in developing students' reading and critical thinking skills (DRTA) models in improving reading and critical thinking from the fourth grade elementary school students. This research was conducted using a descriptive methodology with a combination of development and research (R&D) approaches using the ADDIE design. In carrying out this research, data collection techniques were used which included defining the early stages of module development and prototype design, as well as preparing the module draft. Data collection through interviews, observation, documentation, and literature studies. The data analysis technique used is descriptive statistical analysis technique and inferential statistical analysis of research findings showing a significant increase in various fields among grade 4 students with a total of 25 students. In particular, there was a significant improvement in their ability to initial reading ability material and think critically by applying DRTA. Thus the DRTA model can improve the ability to think, read, understand and think critically.
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Rodionova, Irina V., and Olga A. Titova. "TEACHING TOOLS FOR CRITICAL READING DEVELOPMENT." Russian Journal of Education and Psychology 14, no. 5 (October 31, 2023): 7–23. http://dx.doi.org/10.12731/2658-4034-2023-14-5-7-23.
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With development of the Internet the world has become bigger and now people who are living in different parts of the world have the means to communicate with each other in their pockets, there are all sorts of social media websites with all kinds of bloggers, streamers and the like who amass multicultural audience; big companies and small businesses develop connections more rapidly; individuals in general have more opinions and points of view to consider, and because of that the ability to think critically is now more important than ever before in human history. That is why modern higher education institutions tend to teach their students critical reading which helps them develop many adjacent skills such as researching information, communicating with, understanding and tolerating people of different background.
This means that future critically thinking professionals need to be able to consider problems from different angles and find solutions to them suitable for everyone. Moreover, a critically thinking person should have an ability to understand the meaning of the text and its subtext implied by the author, to take different viewpoints into consideration, analyze them wisely and disregard the negative background of communication.
Purpose. The paper aims at considering the ways of developing critical reading skills through reading foreign periodicals. The authors offer a set of teaching techniques for critical reading skill formation. The key point here is that the work with the text presupposes several successive steps.
Results. The consequence of using these teaching techniques will be the students’ ability to formulate goals and objectives, to set hypotheses, to assess their own and others’ judgments and put forward a compromise solution. In the future, reading any publication, they will be able to assess the opinion of the author, to see the degree of the author’s influence on the reader’s views, but, simultaneously, adequately receive the information transferred by the text itself.
Practical implication. Therefore, the skill of critical reading opens up new opportunities for effective participation in foreign language communication, thanks to which mutual understanding between different nationalities becomes a reality.
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Tighe, Elizabeth L., and Mary A. Fernandes. "Unraveling the complexity of the relations of metalinguistic skills to word reading with struggling adult readers: Shared, independent, and interactive effects." Applied Psycholinguistics 40, no. 03 (May 2019): 765–93. http://dx.doi.org/10.1017/s0142716419000018.
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AbstractThis study investigates the shared, independent, and interactive effects of metalinguistic skills (phonological awareness, morphological awareness, and orthographic knowledge) to word reading with a sample of struggling adult readers. Controlling for vocabulary knowledge, a second-order latent factor of metalinguistic awareness accounted for unique variance (62.5%) in adults’ word reading skills. Two-way latent interactions between the metalinguistic skills (phonological awareness × morphological awareness, morphological awareness × orthographic knowledge, and phonological awareness × orthographic knowledge) revealed unique interactive contributions (1%–5.2%) of these skills to word reading controlling for the metalinguistic skill main effects and vocabulary knowledge. In particular, high levels of morphological awareness are critical to word reading irrespective of high or low phonological awareness and orthographic knowledge. In addition, higher phonological awareness skills are critical to word reading irrespective of high or low orthographic knowledge. These results indicate the importance as well as the complexity of the nature of metalinguistic skills underlying word reading for struggling adult readers. The theoretical, empirical, and applied implications of these findings are discussed in the context of researchers and practitioners invested in improving outcomes in adult literacy programs.
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R Kadirova, F. "THE NEED FOR TEACHING ENGLISH READING SKILLS TO FIRST YEAR STUDENTS OF HIGHER EDUCATIONS." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 2, no. 132/2 (March 2, 2022): 1–7. http://dx.doi.org/10.59251/2181-1296.v2.1322.42.
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Reading involves critical ability. While learning a foreign language one should know how to read and understand the texts and the discussions. The skill to read and interpret texts and discourses is important since learning English brings us into contact with written texts. Teaching reading skills is of utmost importance for students of higher education. Reading skill improves not only the knowledge of language but also it use for academic purposes. Reading comprehension is very necessary for training students of higher education for it enable the teacher to judge the competence of the students. In this paper I will focus only on using passages of reading comprehension to test the development of reading skills. Testing students for reading skills is largely diachronic activity, i.e., that is, testing their reading abilities across time. I conducted my research work with first year students in Samarkand and I used the manual which is designed for teaching reading skills alongside with other skills such as listening, speaking and writing.