Abstract
This study employed a sample of 60 pre-service teachers to examine the guiding effects of under-standing critical reading theories on using external reading strategies such as note-taking and underlining when confronting an ironical literary text. The study broke down the teachers into one control group of 30 teachers and one experimental group of 30 teachers. Two ironical texts were used to collect data from the sample of pre-service teachers - one read before the experimental group received instruction in critical reading theories and the other after such instruction which led to the finding that the entire sample of pre-service teachers mostly summarized and read the texts superficially before they had been exposed to training in critical reading instruction. After undergoing the critical reading instruction, most of the pre-service teachers in the experimental group who had previously summarized the subject text now rewrote the author’s expressions, which is indicative critical reading. When the notes taken and the expressions underlined by the critical readers were analyzed, it was determined that critical readers underlined and took notes of more critical points more and summarized less. Key words: Critical reading, reading strategies, pre-service teachers, external strategies.
Highlights
Because comprehension consists of active and complex processes, it is important to use reading strategies because they provide opportunities to learn methods with which to approach a text
The program of critical reading instruction (PCRI) was used in the experimental group and the existing program was used in the control group
Before the program of critical reading instruction, the preservice teachers in the experimental group and control group were asked what they had inferred from the ironical text and its reasoning
Summary
Because comprehension consists of active and complex processes, it is important to use reading strategies because they provide opportunities to learn methods with which to approach a text. Students have been shown to prefer certain reading strategies, such as note-taking and underlining, when reading texts in their educational environments (Lonka et al, 1994; Slotte and Lonka, 1999) They use these strategies to emphasize important ideas in the text, to summarize the content of the text, and to rearrange or reflect their ideas about the subject of the text. 1993); learning during class (Kiewra et al, 1991) and problem-solving (Cary and Carlson, 2001; Hegarty and Steinhoff, 1997) In addition to these strategies, external strategies are tools for understanding students’ reading strategies (Caverly et al, 2000)
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