The document discusses the importance of teaching critical literacy skills in reading comprehension. It argues that critical literacy, which involves examining the political and social implications of texts, should be incorporated into everyday classroom instruction rather than treated as a separate skill. The document outlines several activities for teaching critical literacy, such as analyzing author intentions, biases, and crafting techniques. It maintains that critical literacy is important for developing skeptical, thoughtful citizens and should be taught to all students regardless of ability level.
5. Why Critical Literacy Should Become an Everyday Activity in Every Classroom P. David Pearson University of California at Berkeley For presentations and papers, go to www.scienceandliteracy.org
31. Text Reader Context Reading Comprehension Most models of reading have tried to explain how reader factors, text factors and context factors interact when readers make meaning.
32. Text Reader Context Reading The bottom up cognitive models of the 60s were very text centric, as was the “new criticism” model of literature from the 40s and 50s (I.A. Richards) Reading Comprehension Bottom up and New Criticism: Text-centric
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34. Text Reader Context The schema based cognitive models of the 70s and the reader response models (Rosenblatt) of the 80s focused more on reader factors--knowledge or interpretation mattered most Reading Comprehension Schema and Reader Response: Reader-centric
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36. Text Reader Context Reading The sociocultural models of the 90s focused on the central role of context (purpose, situation, discourse community) Reading Comprehension Critical literacy models: Context-centric
I have been following American politics for the past several months, and I have concluded that we have a problem in this country that is equally as serious as, if not more serious than, our comprehension problem. We have an engagement problem critical reading and critical thinking problem.
