Making Critical Reading a Process, Not a Headache

Making Critical Reading a Process, Not a Headache
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When we read a text we can read a whole page and still not know what

we have read. Our students are the same way. Ask them!

This strategy was developed over 6 years with high school sophomores

and juniors. Students who were less than proficient, 75% of students

improved to proficient or above after 1 semester.

Strong readers improved by 20% and indicated when they didn't know

where to start reading, they remembered this process.

Diligently teach the strategy for a few weeks, then make it part of your

students' regularly weekly or monthly activities.

Use this strategy as a lead-in for Socratic seminar or debate!

Total Pages
2 pages
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N/A
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