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This electronic poster presentation by Susan Edu T. discusses a 1967 research project highlighting how elementary school children can be taught critical reading skills without hindering their overall reading development. Key findings include the influence of teacher questioning on children's critical thinking, the importance of reading aloud, and fostering discussions around books. The poster advocates for integrating literature into reading instruction, emphasizing that children's literature should spark their creativity and writing abilities, ultimately making reading a pleasurable and enriching experience.
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Charlotte S. Huck An electronic poster presentation prepared by Susan Edu T & L 705 November 27, 2001
Critical Reading Project, • Columbus, Ohio • In 1967 this research project determined that elementary school children can be taught to read critically without interfering with growth in other reading skills. • Teacher questioning influences child’s critical thinking. Lower level questions looking for facts from text promote lower level thinking. Higher level questions, asking for analysis, evaluation, and/or opinion, promote higher level thinking. • Teachers should take care not to neglect the thinking aspect of reading in favor of reading mechanics. • “The Gift of Story” • Our lives are stories that resolve problems, even for young readers. • Reading, talking, singing, and nursery rhymes are important to early brain stimulation. • Primary teachers should read aloud 3-4 times a day. • Re-reading stories is essential to literacy development. • Children should talk about a book, link it to experiences, and somehow make it memorable through re-telling, drama, art, etc. • Books should serve as springboards for children’s own writing. “Children’s literature should be at the core of reading instruction.” Charlotte S. Huck • “Literacy and Literature” • Literate families share books with children for their delight and enjoyment—not to teach them to read, yet their children become avid readers and writers. • Reading aloud is valuable because children associate reading with pleasure, and it develops vocabulary of the story and the talk surrounding the story. • 3 types of literature based reading programs: • Basal readers which use literature content (selections, not whole books) • Real books used as if they were basal readers, with contrived teacher’s guides that provide non-related worksheets and activities • Comprehensive literature program where literature permeates the curriculum. This helps children not only know how to read but also to become readers! • Reading Recovery Project, • Columbus, Ohio, 1984 • Huck used Marie Clay’s successful program to train 7 teacher teams to provide reading assistance for “at risk” first graders. • Provided an average of 12-14 weeks of individual reading assistance, using “little books” in conjunction with story writing. • The more children read and write, the more independent they become. • Study children scored significantly higher than comparison groups on: concepts about print, dictation, word tests, writing vocabulary, and text reading. • Follow-up study of pilot children showed they maintained gains • even after assistance stopped.
