Critical Reading: What Do Students Actually Do?

Autor/inn/en	Hairston-Dotson, Kendall; Incera, Sara
Titel	Critical Reading: What Do Students Actually Do?
Quelle	In: Journal of College Reading and Learning, 52 (2022) 2, S.113-129 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Incera, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2033648
Schlagwörter	Critical Reading; Student Attitudes; Undergraduate Students; Reading Skills; Kentucky + Suchen Sie Ihr Suchwort? Kritisches Lesen; Schülerverhalten; Reading skill; Lesefertigkeit
Abstract	The goal of the present investigation is to determine how undergraduate students think about critical reading. We asked 249 students to rate the usefulness of several critical reading skills, how often those skills are taught, and whether they practice those skills when working on their assignments. We found that students consider more complex reading skills (e.g., Applying) as more useful than simpler reading skills (e.g., Skimming). Moreover, complex skills were taught more often in their classes. However, students report practicing Skimming more often than Applying. These findings indicate that knowing what is most useful for learning does not translate into actually practicing those skills when working on assignments. Educators need to help students transition from knowing what they need to do to actually doing it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01