Topic
Critical reading
About: Critical reading is a research topic. Over the lifetime, 2475 publications have been published within this topic receiving 28002 citations.
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TL;DR: The authors examined the development of the ability to use macrorules for paraphrasing expository texts and found that older high school and college students were able to use sophisticated condensation rules, such as invention and integration, in contrast to the fifth and seventh graders who relied on a more simple copy-delete strategy.
724 citations
TL;DR: In this article, the authors argue that hedging in scientific research writing cannot be fully understood in isolation from social and institutional contexts and suggest a pragmatic framework which reflects this interpretive environment.
Abstract: Hedging is a well-documented feature of spoken discourse as a result of its role in qualifying categorical commitment and facilitating discussion. Its use in academic writing has received less attention, however, and we know little about the functions it serves in different research fields and particular genres. Hedging is a significant communicative resource for academics since it both confirms the individual's professional persona and represents a critical element in the rhetorical means of gaining acceptance of claims. Hedges allow writers to anticipate possible opposition to claims by expressing statements with precision, caution, and diplomatic deference to the views of colleagues. Based on a contextual analysis of 26 articles in molecular biology, this paper argues that hedging in scientific research writing cannot be fully understood in isolation from social and institutional contexts and suggests a pragmatic framework which reflects this interpretive environment
606 citations
TL;DR: For instance, this article found that a successful reader kept the meaning of the passage in mind during reading; read in broad phrases; skipped words viewed as unimportant to total phrase meaning; and had a positive self-concept as a reader.
Abstract: second language reading has begun to focus, among other things, on readers' strategies. In the same way that investigating speakers' communicative strategies reveals the ways speakers manage oral communication, comprehension, input, and thus, ultimately, acquisition (Wenden & Rubin), reading strategies are of interest for what they reveal about the way readers manage their interaction with written text and how these strategies are related to text comprehension. Since the 1970s there has been no shortage of L2 learning theorists advocating teaching students to use a variety of reading strategies in order to read better.' These strategies run the gamut from the traditionally recognized reading skills of skimming and scanning, contextual guessing or skipping unknown words, tolerating ambiguity, reading for meaning, critical reading, and making inferences, to more recently recognized strategies such as building and activating appropriate background knowledge (Zvetina) and recognizing text structure (Block).2 Less common have been empirical investigations into reading strategies actually used by successful and unsuccessful second language learners (Hosenfeld; Hauptman; Knight, Padron & Waxman; Sarig; Block; Barnett). In exploratory, descriptive investigations of small numbers of individual learners using think-aloud techniques, studies by both Hosenfeld and Block identified apparent relations between certain types of reading strategies and successful or unsuccessful foreign or second language reading. For example, Hosenfeld's successful reader: 1) kept the meaning of the passage in mind during reading; 2) read in "broad phrases"; 3) skipped words viewed as unimportant to total phrase meaning; and 4) had a positive self-concept as a reader. By contrast, Hosenfeld's unsuccessful reader: 1) lost the meaning of sentences as soon as they were decoded; 2) read in short phrases; 3) seldom skipped words as unimportant, viewing words as "equal" in terms of their contribution to total phrase meaning; and 4) had a negative selfconcept as a reader. Block, in a study focused on generally nonproficient readers, found that four characteristics seem to differentiate more
524 citations
24 May 2007
TL;DR: A Multidimensional Framework to Evaluate Reading Assessment Tools and an Introduction to Strategic Reading Comprehension, edited by D.S. McNamara.
Abstract: Contents: D.S. McNamara, Preface. Part I: Theories of Text Comprehension: The Importance of Reading Strategies to Theoretical Foundations of Reading Comprehension. A.C. Graesser, An Introduction to Strategic Reading Comprehension. P. Kendeou, P. van den Broek, M.J. White, J. Lynch, Comprehension in Preschool and Early Elementary Children: Skill Development and Strategy Interventions. J. Oakhill, K. Cain, Issues of Causality in Children's Reading Comprehension. M.R. Vitale, N.R. Romance, A Knowledge-Based Framework for Unifying Content-Area Reading Comprehension and Reading Comprehension Strategies. Part II: Using Assessment to Guide Reading Interventions. J.P. Magliano, K. Millis, Y. Ozuru, D.S. McNamara, A Multidimensional Framework to Evaluate Reading Assessment Tools. A. VanderVeen, K. Huff, M. Gierl, D.S. McNamara, M. Louwerse, A. Graesser, Developing and Validating Instructionally Relevant Reading Competency Profiles Measured by the Critical Reading Section of the SAT. Part III: Reading Comprehension Strategy Interventions. D. Fuchs, L.S. Fuchs, Increasing Strategic Reading Comprehension With Peer-Assisted Learning Activities. J.P. Williams, Literacy in the Curriculum: Integrating Text Structure and Content Area Instruction. A.M. Glenberg, B. Jaworski, M. Rischal, J. Levin, What Brains Are For: Action, Meaning, and Reading Comprehension. J.T. Guthrie, A. Taboada, C.S. Coddington, Engagement Practices for Strategy Learning in Concept-Oriented Reading Instruction. A. King, Beyond Literal Comprehension: A Strategy to Promote Deep Understanding of Text. Part IV: Automated Interventions to Improve Reading Comprehension Strategies. M.C. Johnson-Glenberg, Web-Based Reading Comprehension Instruction: Three Studies of 3D-Readers. N. Yuill, Visiting Joke City: How Can Talking About Jokes Foster Metalinguistic Awareness in Poor Comprehenders? B.J.F. Meyer, K. Wijekumar, A Web-Based Tutoring System for the Structure Strategy: Theoretical Background, Design, and Findings. D. Caccamise, M. Franzke, A. Eckhoff, E. Kintsch, W. Kintsch, Guided Practice in Technology-Based Summary Writing. D.S. McNamara, T. O'Reilly, M. Rowe, C. Boonthum, I. Levinstein, iSTART: A Web-Based Tutor That Teaches Self-Explanation and Metacognitive Reading Strategies. B. Dalton, C.P. Proctor, Reading as Thinking: Integrating Strategy Instruction in a Universally Designed Digital Literacy Environment. A.S. Palincsar, R.J. Spiro, L. Kucan, S.J. Magnusson, B. Collins, S. Hapgood, A. Ramchandran, N. DeFrance, A. Gelpi-Lomangino, Research to Practice: Designing a Hypermedia Environment to Support Elementary Teachers' Learning of Robust Comprehension Instruction. Part V: Conclusion. D.S. McNamara, Y. Ozuru, R. Best, T. O'Reilly, The 4-Pronged Comprehension Strategy Framework.
516 citations
TL;DR: In this paper, the authors attempt to establish a framework for a pedagogically useful description of the organisation of discussion sections in research-focused articles and dissertations, along with observations on regularly occurring patterns of moves identified in the texts investigated.
441 citations