Critical Reading

Critical Reading
What do we mean by a ‘higher-level reader’?
Throughout this book, we outline many ways to develop readers and challenge thinking.
Reading at a ‘higher level’, ‘developing mastery within reading’, ‘extending thinking’ and
‘reading at greater depth’ are all terms with which we are becoming familiar but what
does this look like in terms of learning gain for pupils and how do we define a ‘higher-
level reader’?
If we start with the discussion around what might be considered reading at an advanced
level, we can begin to explore the various ideas and opinions that surround this concept.
This is somewhat problematic as a survey of the literature around higher-level readers
suggests that there is no one definition (Brighton et al., 2015). However, there is some
consensus as to the attributes one might expect a higher-level reader to demonstrate.
These include a more sophisticated vocabulary development, an enjoyment of reading,
the ability to analyse, evaluate and synthesise effectively together with the ability to be
critical yet creative in their approach to texts (Reis et al., 2004). Reiss et al. also cite
advanced language skills as an important characteristic of an advanced reader which
suggests the importance of the social aspect of reading. Reading is not a solitary activity
but one which demands that we discuss ideas, challenge each other in terms of
knowledge held, argue, debate and rationalise our thoughts. Indeed, according to Cremin
et al. (2014, p5) the act of reading remains profoundly social. If we also consider Aidan
Chambers’ work around ‘Booktalk’, the importance of being able to articulate thoughts
and co-construct knowledge through a shared response is another obvious indicator of a
higher level of reading. As teachers, we must enable our pupils to become advanced
readers by providing opportunities to build the aforementioned characteristics while
teaching the skills to achieve this. The following chapters will examine the rationale
behind this approach and offer some practical teaching, learning and assessment
strategies to develop this effectively within your own classroom.
Developing high-level reading skills: the challenge
There are a number of challenges when developing high-level reading skills with
children which need to be explored in order to be able to effectively address this within
the classroom. Some of these have already been explored above.
Challenging texts
As previously stated, not all schools and pupils have access to an endless supply of good
quality texts although solutions have been proposed as part of Tom’s case study. This is
further compounded by a lack of texts which are challenging yet age appropriate in
terms of content. According to Shanahan et al., just as it’s impossible to build muscle
without weight or resistance, it’s impossible to build robust reading skills without reading
challenging text (Shanahan et al., 2012, p52). The importance of providing challenging
texts is crucial in continuing to enhance comprehension skills and so these should be
chosen wisely. According to Fang and Pace (2013), text difficulty may be determined
through the application of five linguistic sources of complexity:
vocabulary – the inclusion of more complex vocabulary: tier 2 or 3 words (Beck et

al., 2013);
grammatical metaphors – atypical ways of representing meaning which can be

abstract;
cohesion – where sentences do not link explicitly and there may be ambiguity;
lexical density – a prevalence of content words with a number of expanded noun

phrases;
• grammatical intricacy – long, complex sentences with multiple clauses.
Complexity may also be determined through the themes that are introduced and the
level of criticality necessary to fully explore the text. This is examined in more detail in
Chapter 9. The only successful way of knowing the right texts to use is by reading the
text before introducing it to your class and by knowing your pupils and their
backgrounds. You, as the teacher, are best placed to judge the suitability of content and
themes.
Finding the Main Idea

Not all sentences within a paragraph are equally important. In fact, there are three levels
of importance:
Most important: the main idea
Less important: primary supporting details
Least important: secondary supporting details
As you read a paragraph, you should be sorting ideas according to their relative
importance and paying more attention to some than to others. Here, you will learn how
to identify these levels of importance as well as how ideas fit and work together in a
paragraph.
A paragraph can be defined as a group of related ideas. The sentences are related to one
another and all are about the same person, place, thing, or idea.
The common subject or idea is called the topic—what the focus of the entire paragraph
is about.
Identifying Topic Sentences

Often, but not always, one sentence expresses the main idea. This sentence is called the
topic sentence.
To find the topic sentence, search for the one general sentence that explains what the
writer wants you to know about the topic. A topic sentence is a broad, general
statement; the remaining sentences of the paragraph provide details about or explain
the topic sentence.
In the following paragraph, the topic is stereotypes. Read the paragraph to find out what
the writer wants you to know about this topic. Look for one sentence that states this.
Finding an Implied Main Idea

Although most paragraphs do have a topic sentence, some do not. Such paragraphs
contain only details or specifics that, taken together, point to the main idea. The main
idea, then, is implied but not directly stated. In such paragraphs, you must infer, or
reason out, the main idea. This is a process of adding up the details and deciding what
they mean together or what main idea they all support or explain. Use the following
steps to grasp implied main ideas:
1. Identify the topic by asking yourself, “What is the one thing the author is discussing
throughout the paragraph?”
2. Decide what the writer wants you to know about the topic. Look at each detail and
decide what larger idea each explains.
3. Express this idea in your own words.
Recognizing Primary and Secondary Details

Supporting details are those facts, reasons, examples, or statistics that prove or explain
the main idea of a paragraph. Though all the details in a paragraph support the main
idea, not all details are equally important. As you read, try to identify and pay attention
to the most important, primary details. These primary details directly explain the main
idea. Secondary, less important details may provide additional information, offer an
example, or further explain one of the primary details.
Making Inferences as You Read

Reading in college requires you to go beyond what authors say and be concerned with
what they mean. This reasoning process is called “making an inference.”
Distinguishing Between Fact and Opinion
Facts are statements that are verifiably true. Opinions are statements that express
feelings, attitudes, or beliefs that are neither true nor false.
Identifying the Author’s Purpose
Writers have many different reasons or purposes for writing. THIS MAY BE TO INFORM,
INSTRUCT, PERSUADE OR ENTERTAIN
Evaluating the Data and Evidence

Many writers who express their opinions, state viewpoints, or make generalizations
provide data or evidence to support their ideas. Your task as a critical reader is to weigh
and evaluate the quality of this evidence. You must examine the evidence and assess its
adequacy. You should be concerned with two factors: the type of evidence being
presented and the relevance of that evidence.
Is the Author Fair or Biased?

We expect other forms of writing to be honest and forthright; otherwise they present a
biased point of view. You can think of bias as a writer’s prejudice. If an author is biased,
then, he or she is partial to one point of view or one side of a controversial issue.

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Critical Reading

What do we mean by a ‘higher-level reader’?

vocabulary – the inclusion of more complex vocabulary: tier 2 or 3 words (Beck et

grammatical metaphors – atypical ways of representing meaning which can be

lexical density – a prevalence of content words with a number of expanded noun

• grammatical intricacy – long, complex sentences with multiple clauses.

Finding the Main Idea

Identifying Topic Sentences

Finding an Implied Main Idea

3. Express this idea in your own words.

Recognizing Primary and Secondary Details

Making Inferences as You Read

Identifying the Author’s Purpose

Evaluating the Data and Evidence

Is the Author Fair or Biased?

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