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Journal articles on the topic 'Critical reading'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Isaacs, P. "Critical reading." British Dental Journal 202, no. 11 (June 2007): 643. http://dx.doi.org/10.1038/bdj.2007.482.

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2

Floros, Georgios. "Critical Reading." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 3, no. 2 (October 1, 2005): 59–84. http://dx.doi.org/10.1075/forum.3.2.04flo.

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3

JONES, ROGER. "Critical Reading." Family Practice 8, no. 1 (1991): 1–2. http://dx.doi.org/10.1093/fampra/8.1.1.

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4

Zigo, Diane, and Michael T. Moore. "Science Fiction: Serious Reading, Critical Reading." English Journal 94, no. 2 (November 2004): 85. http://dx.doi.org/10.2307/4128779.

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5

Faiq, Aseel Muhammad, and Bekhal Latif Muhealddin. "The Effect of Teaching Critical Reading Strategies on Kurdish EFL Learners Reading Comprehension." Journal of Zankoy Sulaimani Part (B - for Humanities) 20, no. 3 (January 30, 2000): 613–34. http://dx.doi.org/10.17656/jzsb.10929.

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6

Royani, Ida, and Heni Arwida. "Critical Reading for Self-Critical Writing." Syntax Literate ; Jurnal Ilmiah Indonesia 6, no. 2 (December 20, 2021): 1252. http://dx.doi.org/10.36418/syntax-literate.v6i2.5111.

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This study aims at exploring students’ critical reading strategies and explaining how their critical reading encounters critical writing. It is due to students were lack of confidence in their ability to challenge the arguments and evidence put forward by respected academics author. The qualitative design was established by Gay and Airasian (2012) by delivering open and closed ended questions through Google forms and analyzing corpus based on students’ proposal text. Then, it had been analyzed by using cyclical steps; reading, describing, clarifying and interpreting. Based on the data, firstly, it has been revealed that students’ critical reading strategies mostly established are making connections, contextualizing and making applications and identifying problems and creating annotations. Students were rarely to challenge author’s assumptions, translate ideas into visuals and evaluate arguments. Secondly, their reading activity also reflected their critical reading, in other words, students state their purpose of writing, define key terms, and manage references on their work. Based on this, it can be figured out that students’ critical writing were relied on superficial argument development and format-based writing which performed a shallow writing.
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7

Palmer, Trudy Christine, Henry Louis Gates Jr., Melissa Walker, and Houston A. Baker Jr. "Reading Black, Reading Feminist: A Critical Anthology." American Literature 65, no. 4 (December 1993): 818. http://dx.doi.org/10.2307/2927327.

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8

Nam-Hee Kim. "‘Distancing’ of Literary Reading and Critical Reading." KOREAN EDUCATION ll, no. 116 (September 2018): 7–30. http://dx.doi.org/10.15734/koed..116.201809.7.

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9

Pimenta, Sônia Maria De Oliveira. "Recent trends in critical reading methodology." Estudos Germânicos 8, no. 2 (December 31, 1987): 32. http://dx.doi.org/10.17851/0101-837x.8.2.32-39.

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This paper makes a survey of recent approaches in critical reading methodology. I start with the discussion of the role of the language teacher and his responsibility as an educator; he must lead students to a critical evaluation of texts, that is, to acquire a critical sense. The present situation of Brazilian schools does not encourage students to read critically. However, important contributions have tried to deal with the problem. Consequently, in this article I review part of the current literature which deals with the teaching of critical reading. The survey contains theoretical issues as well as pedagogical suggestions which give evidence to the need for critical education and thus critical reading. O presente trabalho faz uma resenha dos enfoques recentes em metodologia do ensino de leitura critica. Começo com a discussão sobre o papel do professor de língua e sua responsabilidade como educador; ele deve levar os alunos a uma avaliação critica de textos, quer dizer, a adquirir um senso critico. A situação atual das escolas brasileiras não incentiva os alunos a lerem criticamente. Contudo, contribuições importantes têm aparecido para tentar sanar o problema. Conseqüentemente, neste artigo eu considero parte da literatura existente sobre o assunto, ensino de leitura critica. A resenha contém questões teóricas assim como sugestões pedagógicas que evidenciam a necessidade de uma educação critica e por tanto de uma leitura critica.
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10

Torjesen, Karen Jo. "Origen, A Critical Reading." Ancient Philosophy 11, no. 1 (1991): 209–10. http://dx.doi.org/10.5840/ancientphil199111157.

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11

Mendelman, Lisa. "Critical Thinking and Reading." Journal of Adolescent & Adult Literacy 51, no. 4 (December 1, 2007): 300–302. http://dx.doi.org/10.1598/jaal.51.4.1.

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12

Manninen, Ari. "Critical reading in accounting." Accounting Education 6, no. 4 (December 1997): 281–94. http://dx.doi.org/10.1080/096392897331361.

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13

Lyman, Barbara G., and Martha D. Collins. "Critical reading: A redefinition." Reading Research and Instruction 29, no. 3 (March 1990): 56–63. http://dx.doi.org/10.1080/19388079009558016.

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14

Himmelfarb, Robert. "Importance of Critical Reading." Journal of the American Dental Association 123, no. 6 (June 1992): 14–16. http://dx.doi.org/10.14219/jada.archive.1992.0182.

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15

Belsey, Catherine. "Reading and critical practice." Critical Quarterly 45, no. 3 (October 2003): 22–31. http://dx.doi.org/10.1111/1467-8705.00503.

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16

Koretz, Ronald L. "Introduction to Critical Reading." Journal of Parenteral and Enteral Nutrition 38, no. 1 (January 2014): 122–23. http://dx.doi.org/10.1177/0148607113497761.

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17

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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18

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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19

Muchsonah, Muchsonah. "CASTING CRITICAL THINKING IN CRITICAL READING INSTRUCTION." Jurnal Sosioteknologi 14, no. 1 (April 2015): 29–36. http://dx.doi.org/10.5614/sostek.itbj.2015.14.1.4.

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20

Twomey, Jay. "Reading Derrida's New Testament: A Critical Appraisal." Biblical Interpretation 13, no. 4 (2005): 374–403. http://dx.doi.org/10.1163/156851505774470825.

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AbstractDerrida is a source of profound inspiration for many scholars in recent New Testament studies. He makes available a variety of critical tools with which to examine the fissures and rough edges of the New Testament texts, not (as with source and form critics) in order to reconstitute their origins and original meanings, but rather in recognition of the indeterminacies which constitute the texts themselves. Given his growing importance to the field, however, it is surprising to note that Derrida's own readings of the New Testament often fail to exemplify even the most basic possibilities that deconstruction has to offer. In his hands, the New Testament can take on a surprising resistance to deconstructive critique. This essay is primarily an effort at encouraging New Testament scholars (who clearly can out-Derrida Derrida with regard to the New Testament) to return to Derrida's readings of certain New Testament texts with a fresh, critical eye. It examines a number of Derrida's New Testament interventions, and in the process shows (a) the ways in which his reading of the texts is at odds with the critical project within which it is embedded, and (b) what a more adequately deconstructive reading of the same texts might look like. The article concludes with a complex of tentative thoughts on why Derrida's readings of the New Testament can seem so inadequately Derridean.
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21

Arifin, Syaadiah. "The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension." Jurnal Pendidikan dan Pengajaran 53, no. 3 (October 11, 2020): 318. http://dx.doi.org/10.23887/jpp.v53i3.29210.

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22

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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23

., 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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24

Rosdiana. "PENGARUH CRITICAL READING MAHASISWA TERHADAP KEMAMPUAN CRITICAL WRITING." Visipena Journal 7, no. 2 (December 31, 2015): 54–70. http://dx.doi.org/10.46244/visipena.v7i2.310.

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Tujuan utama dari penelitian ini adalah untuk meninjau dan menganalisis Pengaruh Critical reading Mahasiswa terhadap kemampuan siswa dalam Critical writing. Ini adalah penelitian lapangan yang mengamati cara mengajar Critical Reading pada mahasiswa Jurusan Bahasa Inggris di UIN-Ar-Raniry. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana critical reading siswa mempengaruhi prestasi critical writing mereka. Untuk mencapai tujuan tersebut, purposive sampling digunakan di mana 25 siswa kelas Akademik Reading diambil sebagai subjek penelitian ini. Selain itu, sumber utama data penelitian ini adalah tulisan siswaa. Data dianalisis dengan menggunakan deskripsi data dan penyajian data. Hasil penelitian menunjukkan bahwa ada efek yang baik dalam penerapan critical reading terhadap prestasi siswa dalam critical writing. Materi yang dipilih oleh dosen mampu mendorong siswa dalam melakukan critical writing . Ini menunjukkan bahwa siswa yang kompeten untuk berlatih critical reading bahwa mereka dapat memahami teks dan merespons teks. Para siswa juga lebih aktif dalam interaksi kelas dan diskusi untuk merespon teks. Para siswa lebih sensitif dan lebih toleran dalam melihat isu-isu dan keragaman dalam menanggapi isu-isu. Mereka bersedia mendengarkan pendapat orang lain dan memikirkan kembali tentang pendapat mereka sendiri. Akhirnya, mereka mampu menyajikan alasan dalam diskusi sehingga mereka mampu membuat keputusan dan penilaian tentang masalah ini berdasarkan pertimbangan yang masuk akal. Oleh karena itu, disarankan agar program pengajaran seperti apa yang telah dilaksanakan dalam penelitian ini harus diterapkan dalam tingkat pendidikan tinggi lainnya. Pengajaran critical reading dapat diajarkan secara terpisah atau diajarkan dengan pengajaran membaca bahkan untuk pengajaran menulis. Akhirnya, kemampuan siswa dalam mengungkapkan argumen juga harus menempatkan penekanan kuat dalam pengajaran bahasa Inggris, terutama di tingkat pendidikan yang lebih tinggi.
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25

Lee, Sun-Ok. "Critical Writing Utilizing Reading Material." Korean Thought and Culture 94 (September 30, 2018): 279–308. http://dx.doi.org/10.31037/ktac.94.11.

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26

Birer, Emel. "Critical Reading in Architectural Education." Journal of Design Studio 4, no. 1 (July 10, 2022): 21–37. http://dx.doi.org/10.46474/jds.1060665.

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Architectural production is a text. Texts; while producing the new based on the other, architecture needs, production social life, technology, the geography where it is produced, etc. It is formatted by references before it, as well as elements. Blending this production into architectural education must be carried out adding readings on architectural design conception and teaching the articulated power of the theoretical structure of design. The need to rebuild, reinterpret and reproduce knowledge in the mind of each individual in their own way necessitates the questioning of the need to surpass the centred position that teaches the teaching method of the studio. The aim of this study is to prove the possibility of a method that by incorporating architectural texts and theory books into undergraduate education makes these texts more comprehensible, by demonstrating the contributions of these courses in architectural design studio. In accordance with this purpose a methodology suggestion has been tried to read and understand texts as part of production in architectural education. This methodology is formed by superposing steps towards understanding architectural theory texts through critical reading with learning steps towards transforming the text from conceptual maps to images. This way architectural education is rendered a whole with design and theory altogether and as a result, subjective construction of knowledge defines the key concepts of design studio as criticism and reconstruction.
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27

Ismail, Islam Asim, Tahani R. K. Bsharat, and Dana Amirbayeva. "Vague language: A critical reading." Research, Society and Development 11, no. 10 (August 11, 2022): e587111033309. http://dx.doi.org/10.33448/rsd-v11i10.33309.

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Vague language is observed in language elements that make the meaning unclear. In this pragma-linguistic paper, the authors aim to review the different proposed theories and definitions of vague language that were suggested in the middle of the past century. Through discourse analysis of vague usage, authors justify politeness in communication, gender, culture, press releases, and education. Authors found that there is dissatisfaction among speakers with describing the terminologies and possible meanings of a text. Another promising finding is that the vague language creates controversial semantics and pragmatics discussions among discourse genre specialists. The listener's comprehension of quantifiers and linguistic approximators is limited to an exact number of vague words; thus, speakers are strongly recommended to avoid using vagueness in their speeches.
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28

Diman, Hardianti, Naniek Jusnita, Suratman Dahlan, and Abd Halim Daud. "STUDENTS’ COMPETENCE IN CRITICAL READING." Jurnal Bilingual 10, no. 2 (November 18, 2020): 32. http://dx.doi.org/10.33387/j.bilingual.v10i2.2735.

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The objectives of this research is to know students’ competence in critical reading at the fourth semester students of English Language Education Study Program, Khairun University consisting of 20 students who were selected by using purposive sampling technique. The researcher applied quantitative descriptive method and analyzed the data by using critical reading rubric. From the data analyzed, the data showed nine students was categorized good. Ten students was categorized fair and one students was categorized poor. The analysis of questions the data showed that students’ got highest average score 56 on the question number eigh as categorized fair. So, it can be concluded the students’ fourth semester of Khairun University Ternate have fair competence in critical reading.
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29

Sunani, Sunani, Muhammad Nadjmudin, Ely Yeni, and Herman Herman. "Teaching Critical Reading Through Online." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (February 11, 2021): 9. http://dx.doi.org/10.23887/jpbi.v9i1.30012.

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The literacy ability of Indonesian children is lower than children in other countries. In addition, students' vocabulary mastery is low. Even though the teacher had given vocabulary instruction to the students during the reading comprehension class, they still translated the text word by word into Indonesian. This study analyzes the effect of online learning on the acquisition of critical reading among students. This study used a pre-experimental study without a control group. Tests for the validity and reliability of reading comprehension texts and vocabulary tests were conducted before the test involving 40 participants. The technique used to collect data is a test. Validity and reliability were measured using some of the same texts used as pre-test and post-test. The pre-test and post-test scores were analyzed by Wilcoxon statistical analysis to test their reading scores before and after the intervention on the same subjects. The findings from the t-test revealed that the critical reading intervention was beneficial for students. Further studies showed that the instructional intervention adopted could help them improve their reading comprehension performance. These findings are expected to provide a teaching model that responds to the typical rise of today's online learning.
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30

Poudel, Tikaram. "Inglorious Empire – A Critical Reading." Journal of Education and Research 9, no. 2 (December 31, 2019): 118–24. http://dx.doi.org/10.3126/jer.v9i2.30466.

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31

Renwick, Kerry. "Critical Reading in Health Literacy." International Journal of Literacies 19, no. 2 (2013): 99–107. http://dx.doi.org/10.18848/2327-0136/cgp/v19i02/48777.

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32

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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33

Caws, Peter. "Critical Innocence and Straight Reading." New Literary History 17, no. 1 (1985): 165. http://dx.doi.org/10.2307/468986.

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34

O'Hara, Daniel T., Richard Shusterman, Jonathan Arac, Gilles Deleuze, and Sean Hand. "The Poetics of Critical Reading." Poetics Today 11, no. 3 (1990): 661. http://dx.doi.org/10.2307/1772831.

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35

Kang, Bong-rae. "Critical Reading of Genre Discourse." Journal of Literature and Film 20, no. 2 (September 30, 2019): 159–94. http://dx.doi.org/10.36114/jlf.2019.09.20.2.159.

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36

Brink, Carla J. "Reading with a critical eye." American Journal of Health-System Pharmacy 43, no. 7 (July 1, 1986): 1697–98. http://dx.doi.org/10.1093/ajhp/43.7.1697.

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37

Gyeongrok Cheon. "Transformational Reading and Critical Literacy." KOREAN EDUCATION ll, no. 101 (December 2014): 7–35. http://dx.doi.org/10.15734/koed..101.201412.7.

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38

Rampton, D. "Critical Choices: Reading Nabokov's Despair." Forum for Modern Language Studies 38, no. 1 (January 1, 2002): 75–87. http://dx.doi.org/10.1093/fmls/38.1.75.

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39

Groff, Patrick. "WORD RECOGNITION AND CRITICAL READING." Reading & Writing Quarterly 7, no. 1 (1991): 17–31. http://dx.doi.org/10.1080/0748763910070103.

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40

Linden, Belinda, and Jessia Priestley. "Critical reading of meta-analyses." British Journal of Cardiac Nursing 4, no. 7 (July 2009): 335–37. http://dx.doi.org/10.12968/bjca.2009.4.7.43036.

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41

Jackson, M. "Critical reading for software developers." IEEE Software 12, no. 6 (1995): 103–4. http://dx.doi.org/10.1109/52.469768.

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42

Feagin, S. L. "Critical Study: Reading and Performing." British Journal of Aesthetics 48, no. 1 (January 1, 2008): 89–97. http://dx.doi.org/10.1093/aesthj/aym044.

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43

Dorwick, Keith. "Seen: Tutorials for critical reading." Computers and Composition 10, no. 1 (November 1992): 101–7. http://dx.doi.org/10.1016/s8755-4615(06)80024-1.

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44

&NA;. "Reading With a Critical Eye." Back Letter 13, no. 7 (July 1998): 84. http://dx.doi.org/10.1097/00130561-199807000-00014.

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45

Griffin, Teresa, and Deb Cohen. "Critical Reading of the Web." Communication Teacher 26, no. 1 (January 2012): 5–9. http://dx.doi.org/10.1080/17404622.2011.625360.

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46

Janks, Hilary. "Critical reading in language education." Journal of Multilingual and Multicultural Development 31, no. 6 (November 2010): 587–89. http://dx.doi.org/10.1080/01434632.2010.515715.

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47

Koek, Martijn, Tanja Janssen, Frank Hakemulder, and Gert Rijlaarsdam. "Literary reading and critical thinking." Scientific Study of Literature 6, no. 2 (December 31, 2016): 243–77. http://dx.doi.org/10.1075/ssol.6.2.04koe.

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Abstract Previous research suggests that literary reading may involve critical thinking. This involvement may facilitate critical literary understanding (CLU), i.e. understanding the literary text in a reconstructive, de-automatized manner. However, little is known about the cognitive processes this involvement entails. This study aims: (1) to conceptualize CLU, by relating dual process theory to concepts from the domain of literary studies (foregrounding, defamiliarization); (2) to test CLU in an educational context. An instrument to measure CLU was designed. A prospective cohort study was conducted (N = 271, grades 10–12, pre-university education, ages 14–19) at a Dutch secondary school. CLU, critical thinking skills (CTS) and dispositions (CTD) were measured one month after the start of the academic year, CLU was measured again four months later. Results show that students improve in CLU. This improvement is mediated by CTD and moderated by CTS. These results suggest that critical thinking can be engaged in the literature classroom.
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48

Kaschock, Kirsten. "A Critical Reading ofContemporary Choreography." Dance Chronicle 34, no. 1 (March 14, 2011): 159–65. http://dx.doi.org/10.1080/01472526.2011.549398.

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49

Chamberlain, Kerry, and Stephen Burrough. "Techniques for Teaching Critical Reading." Teaching of Psychology 12, no. 4 (December 1985): 213–15. http://dx.doi.org/10.1207/s15328023top1204_8.

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50

Carter-Wells, Joann. "Raising expectations for critical reading." New Directions for Higher Education 1996, no. 96 (1996): 45–54. http://dx.doi.org/10.1002/he.36919969606.

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