Making the Invisible Visible: Using Equalities as Metaphors of Critical Thinking and Reading Comprehension

Autor/in	Collins, Anthony
Titel	Making the Invisible Visible: Using Equalities as Metaphors of Critical Thinking and Reading Comprehension
Quelle	In: Anatolian Journal of Education, 7 (2022) 1, S.197-206 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	Figurative Language; Critical Thinking; Elementary School Students; Reading Comprehension; Reading Achievement; Comparative Analysis; Grade 7; Teaching Methods; Language Arts; Textbooks; Pretests Posttests; Intervention; Middle School Students; New Jersey + Suchen Sie Ihr Suchwort? Kritisches Denken; Leseverstehen; Leseleistung; School year 07; 7. Schuljahr; Schuljahr 07; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; Textbook; Text book; Schulbuch; Lehrbuch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Critical thinkers and proficient readers use a composite of similar cognitive skills that are challenging to assess and difficult to cultivate. Therefore, students and teachers require an instructional model that demonstrates the acuity involved in these proficiencies. This quasiexperimental study aimed to investigate the impact of Equalities as Metaphors instruction on the critical thinking and reading comprehension achievement of grade 7 students during and after language arts instruction versus traditional teaching methods. A nonrandom sample of 43 grade 7 students from one elementary school in Northern New Jersey participated in the study. Students placed in the intervention group (n = 21) received Equalities as Metaphors instruction. The control group (n = 22) received traditional language arts instruction. The teacher used grade 7 textbooks with supplementary materials for language arts instruction in both groups. Following the pretest-posttest nonrandom control group design, t-test results indicated that language arts instruction affected the critical thinking and reading comprehension achievement of grade 7 students regardless of teaching method (i.e., traditional versus Equalities as Metaphors instruction). However, the intervention group significantly outperformed the control group. The researcher recommended using Equalities as Metaphors instruction on a larger sample throughout an instructional year. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01