Methods Used to Think Critically in Literacy

Abstract

This study explores the teaching methods a second grade teacher, Miss Naz, used to motivate and engage her students to look deeper (critically) into the text during their interactive read aloud experiences. The study took place over a six week time period in a second grade classroom in the Rochester area. Data was collected using anecdotal notes and an interview with the teacher and four student participants. The findings of this study suggest three key conclusions. First, when teachers use a variety of input/output teaching methods such as technology, visuals, and books, the students are more motivated and engaged to think deeper (critically) into the text during their interactive read aloud lessons. Secondly, teaching methods such as think alouds, asking higher - level questions, modeling and scaffolding, and vocabulary used by the teacher promote higher- level thinking skills in the students to think critically into the text. Lastly, the opportunity for students to collaborate with each other leads to deeper thinking by the students into the text. It is important for researchers and educators to continue studying and researching different effective teaching methods used by teachers to enhance their students' learning of making connections, using background knowledge, and forming responses educated to improve comprehension of the text.