Teaching critical reading in the elementary school

Whelan, Rosemary (1981) Teaching critical reading in the elementary school. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study was concerned with identifying problems that elementary teachers in the Ferryland School Board District experience in teaching critical reading and with preparing a booklet presenting suggestions to help teachers deal with those problems. -- The Study covered a period of 30 months during which the problems that teachers often encounter in teaching critical reading were identified through two forms of a questionnaire. One form was sent to the supervisory personnel in the district and the other to the elementary teachers. The supervisory personnel form was designed to elicit from the language arts consultant and the elementary principals those aspects of teaching critical reading in which teachers request help and those in which the supervisory personnel from their observations felt that teachers need help whether or not they request it. The elementary teachers' form was designed to determine whether teachers themselves experience problems in teaching specific aspects of critical reading. -- A comprehensive study of the professional literature, together with a review of basal reader guidebooks and workbooks, was then undertaken in the identified problem areas. A synthesis of the information gleaned from all these sources was utilized in preparing a first draft of the booklet. -- The first draft of the booklet was circulated to five reading specialists for formative evaluation. Each of these individuals was given time to read and examine the booklet for the purpose of determining its strengths and weaknesses. All criticisms were considered and suggestions for improvement were incorporated in a second draft. -- The second draft of the booklet was distributed to one teacher in each of the five elementary grades in the Ferryland School Board District for summative evaluation. Each teacher was asked to examine the booklet and give her opinion on its practicality and usefulness. The teachers in their responses indicated strong positive feelings toward the booklet. They stated that it was worthwhile in helping them to develop a deeper understanding of the critical reading process, and in presenting suggestions for teaching various critical reading skills. The second draft was then accepted as the final draft.

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