Analyzing Critical Reading Comprehension Strategies in Farsi Textbook of Sixth Grade in Elementary School: The Mindscapes Approach

Document Type : Original Article

Authors

1 Department of Language and Literature, Farhangian University, Kerman, Iran

2 Department of Language and Literature,, Farhangian University, Tehran, Iran

3 Department of Language and Literature< Farhangian University, Tehran, Iran

Abstract

Introduction: In critical reading, the learner challenges the writers' views by investigating pieces of evidence and questioning to comprehend better the viewpoints of the writer. The aim of this study is to analyze 39 techniques and six reading strategies in Farsi textbook of sixth grade in elementary school based on the mindscapes approach (Carter, 2011) to clarify the correspondence extent of this book with the theory. The strategies include learning styles, active reading, main idea, critical thinking, question-answer relations, and text features.
Method: To fulfill the purpose, in this descriptive-analytic paper Farsi textbook of sixth grade among Farsi textbooks of elementary was studied based on the mindscapes theory. The used Critical reading strategies in each lesson were identified by their correspondences with strategies of the model and finally the whole correspondence of the sample was done quantatively.

Results: The data of 165 strategies was collected by researcher- made checklist from lesson texts, stories, read and memorize, read and think and all tasks including reading comprehension, comprehension and reception, reading and understanding, knowledge (language and literature), listen and say and lesson research. The data were analyzed by descriptive and inferential statistical tests. The investigating of strategies frequencies showed meaningful difference among them.

Discussion and Conclusion: The findings indicate that all strategies have been used in this textbook, although their varieties and frequencies are different. The learning style strategy is in consistent with the model. The active reading and question types are nearly consistent while main idea, critical thinking and text features are inconsistent with this approach. On the whole, the textbook is not in line with the critical reading strategies of mindscapes approach making its revision inevitable to promote the learners' reading comprehension.

Keywords

References

1- Ramirez-Avila, M. R. & Barreiro, J. P. (2021). The effect of summarizing narrative texts to improve reading comprehension. Journal of Foreign Language Teaching and Learning, 6, No. 2, 94-110.
2- Akın, F., Koray, ö and Tavukçu, K. (2015). How effective is critical reading in the understanding of scientific texts? Procedia - Social and Behavioral Sciences   174, 2444 – 2451.
3- قاسم‌پور‌مقدم، حسین؛ اکبری شلدره، فریدون؛ بهروان، نازیلا؛ میرایی آشتیانی، مهتاب؛ سجودی، مرجان؛ محمدی، راحله؛  .... سنگری، محمدرضا. (1399). فارسی ششم دبستان. تهران: اداره کل چاپ و توزیع کتاب‌های درسی.
4- Carter, C, E. (2011). Mindscapes. Critical Reading Skills And Strategies: Wadsworth, Cengage Learning. ST. Louis Community College-Meramec.
5- داوری، حسین. (1396). خواندن به‌مثابه یک مهارت راهبردمحور: حلقۀ مفقوده در نظام آموزشی ایران. دوفصلنامۀ خواندن، یادگیری مستمر و رفتار علمی. 1(1). 25-35.
6- فلاحی، محمدهادی و داوری، نگین. (1399). بررسی متون کتاب‌های فارسی (بخوانیم) اول تا سوم دبستان براساس نظریه‌ شبکه‌های معنایی. مطالعات برنامه درسی، 15(59)، 153-182.
7- حمیدی نصرآباد، اکرم؛ شیخی فینی، علی اکبر؛ زینلی پور، حسین و سماوی، عبدالوهاب. (1399). ارزیابی ظرفیت کتاب‌های درسی بخوانیم دوره ابتدایی از حیث تطابق‌با چارچوب سنجش مطالعه پرلز 2016. مطالعات برنامه درسی، 15(59)، 183-204.
8- صحرایی، رضا‌مراد و شهباز، منیره. (1391). تحلیل محتوایی منابع آموزشی زبان فارسی برپایۀ انگارۀ نیل اندرسون. پژوهش‌نامۀ آموزش زبان فارسی به غیر فارسی زبانان، سال اول، شماره دوم، صص، 1-29.
9- حقانی، مستانه. (1383). بکارگیری آموزش راهبردهای خواندن در تدریس این مهارت. متن پژوهی ادبی،  8(20)، 100-134.
10- Zabihi, R. & Pordel, M. (2011). An investigation of critical reading in reading textbooks: A qualitative analysis. International Education Studies, 4 (3), 80-87.
11- شاه محمدی، نیره؛ سبحانی نژاد، مهدی و حجتی، رقیه. (1399). اثربخشی روش یادگیری معکوس برافزایش یادگیری خودراهبر و پیشرفت تحصیلی دانش‌آموزان پایه ششم در درس علوم. پژوهش‌های آموزش و یادگیری، 17 (1)، 77-90. doi:10.22070/tlr.2021.10220.0
12- جهانشاهی امجزی، محمد؛ کرامتی نوجه ده سادات، مرضیه و فتحی, محمدرضا. (1400). تاثیر یادگیری مبتنی بر مغز بر پیشرفت تحصیلی و ماندگاری مطالب درس زیست‏شناسی . پژوهش‌های آموزش و یادگیری، 18(1)، 1-16. doi:10.22070/tlr.2022.14881.1131
13- Almedee, A. (2021). The analysis of a non-literary text by using the critical reading strategies. Department of English Language, College of Education, The Islamic University, Najaf, Iraq & Istanbul Yeni, 18 (4), 4848-4860.
14- Ya`acob, A, Abdul Latif,, R, Rashid, Othman, S, Raja Mushahar, R, H. (2020). R.E.A.P strategy: Developing ESL Learners as Critical Readers. International Journal of Scientific & Technology Research Volume 9, Issue 03, 1227-1233.
15- Ahmad Al-Husban N. (2019). An investigation of the inclusion of critical reading strategies in Jordanian EFL textbooks: A content analysis. Dirasat, Educational Sciences, 46(1), No. 1, 779-789.
16- Quang, N. T. (2015). Critical reading: A guidebook for postgraduate students. Hue University Publishing House. Vietnam.
17- Jinhong Y. (2015). Analysis of critical reading strategies and its effect on college English reading. Foreign Languages Department, University of Shanghai for Science and Technology, Shanghai, China. ISSN 1799-2591. Theory and Practice in Language Studies, Vol. 5, No. 1, 134-138.
18- Suzanne, N. (2011). Being active readers by applying critical reading technique. English Education Study Program Tarbiyah Department, STAIN Batusangkar Correspondence: Arai Pinang, No. 4. 52-64.
19- Flynn, L. (1989). Developing critical reading skills through cooperative problem solving. The Reading Teacher, 42(9), 664-668.
20- Thistlethwaite, L. L. (1990). Critical reading for at-risk students. Journal of Reading, 33(8), 586-593.‏
21- Arthurs, J. B. (2007). A juggling act in the classroom: Managing different learning styles. Teaching and Learning in Nursing, 2, 2-7.
22- Liu, J. F., & He, Q. S. (2014). The match of teaching and learning styles in SLA. Creative Education, 5,728-733. http://dx.doi.org/10.4236/ce.2014.510085
23- Senawati, J., Suwastini, Ni Komang A., Jayantini, I Gusti A.S.R., Adnyani, Ni Luh P. S., Artini, Ni N. (2021). The benefits of reading aloud for children: A review in EFL context. IJEE (Indonesian Journal of English Education), 8(1), 73-100. doi:10.15408/ijee.v8i1.19880
24- Seferoglu, S. & Akbiyik, C. (2006). Ele^tirel dü§ünme veö gretimi. Hacettepe Universitesi Egitim FakUltesi Dergisi. 30. 193
25- Kelley, M.J., & Clausen-Grace, N. (2010). Guiding students through expository text with text feature walks. The Reading Teacher, 64(3), 191-195. doi:10.1598/RT.64.3.4

Files

Share

How to cite

Statistics