Advancing Critical Reading through Historical Fiction and Biography

Lehman, Barbara A.; Hayes, David A.

doi:10.1080/00377996.1985.9958278

Cited by 5 publications

(7 citation statements)

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“…We assume that the improvement in critical thinking lessens superstition because of the improvement in critical judgement, as a result of which subjects can critically assess their superstitious beliefs, and it seems that reading helps increase critical thinking as suggested by some findings (Bird, 1984 ; Lehman and Hayes, 1985 ; Brown, 1986 ; Rieken and Miller, 1990 ; Block, 1993 ; Tabačková, 2015 ). For example, Bird ( 1984 ) demonstrated that fifth grade students who were taught through the Junior Great Books program that involved reading literature showed enhanced critical thinking.…”

Section: Introductionmentioning

confidence: 91%

“…Block ( 1993 ) showed that literature-based curriculum consisting of two parts, the first part providing the reading strategy and the second part reading of selected literature by children, which improved children's cognitive skills including critical thinking. Lehman and Hayes ( 1985 ) showed an enhancement in critical reading through historical fiction and biography; although critical reading is not critical thinking, the former employs the elements of the latter, such as evaluation skills and making logical inferences. Moreover, Lehman and Hayes ( 1985 , p. 165) seem to extend critical thinking to critical reading by noting “it is the critical thinker, and by clear extension, the critical reader, who is least likely to be waylaid by misinformation and bias”.…”

Section: Introductionmentioning

confidence: 99%

“…Lehman and Hayes ( 1985 ) showed an enhancement in critical reading through historical fiction and biography; although critical reading is not critical thinking, the former employs the elements of the latter, such as evaluation skills and making logical inferences. Moreover, Lehman and Hayes ( 1985 , p. 165) seem to extend critical thinking to critical reading by noting “it is the critical thinker, and by clear extension, the critical reader, who is least likely to be waylaid by misinformation and bias”. More generally, Brown ( 1986 ) showed how children's cognitive processes such as thinking and problem-solving can be developed using literature; Rieken and Miller ( 1990 ) suggested the benefits of children's literature on problem-solving and decision-making.…”

Section: Introductionmentioning

confidence: 99%

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What if Hitler had won WWII and met Kennedy in 1964? Perception and evaluation of counterfactual historical fiction

Kakimova,

Salgaro

2024

Front. Hum. Neurosci.

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IntroductionThis study investigates the cognitive processing and perception of counterfactual historical fiction and its effects on readers' receptivity to fascism, superstitious beliefs, and satisfaction with the present state of politics. Counterfactual historical fiction presents alternative realities where history diverges from the official historiography, such as in Robert Harris' novel Fatherland, which depicts a counterfactual world where Hitler won WWII. It was hypothesized that reading this genre incurs additional cognitive costs and is perceived with less realism and more aesthetic appreciation compared to historical fiction.MethodsSeventy-four subjects were divided into two groups and presented with two versions of paragraphs from Fatherland. An experimental group read the original version, describing a counterfactual reality where Hitler is still alive in 1964 (counterfactual historical fiction). A control group read a manipulated version, where events are made plausible by being backdated to 1941 (historical fiction). The study employed a triangulation of methods, utilizing online eye tracking and self-report questionnaires with 7-point Likert scale measurements.ResultsThe results indicate that counterfactual historical fiction is associated with increased cognitive demands at the first point of divergence, i.e., the first linguistic cue indicating counterfactuality. This genre also induced less perceived realism of history (factuality) and more surprise. Both versions of the text impacted readers by decreasing agreement with fascism, reducing superstitious beliefs, and enhancing their positive evaluation of the current political situation.DiscussionThe study reveals the cognitive processing of counterfactual historical fiction, highlighting the need for revising current theoretical assumptions. Additionally, the positive impact on readers' attitudes and beliefs may underscore literature's potential role in fostering critical thinking, pro-social behavior, and satisfaction. Further research is suggested for subsequent empirical validation.

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What if Hitler had won WWII and met Kennedy in 1964? Perception and evaluation of counterfactual historical fiction

Kakimova,

Salgaro

2024

Front. Hum. Neurosci.

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“…McKinney and Jones (1998) in their remarks noted that books are of value. It has been suggested that books can be used to develop critical thinking skills (Holmes and Ammon, 1985;Brown, 1986;Lehman and Hayes, 1985;Mosher, 1986;Rieken and Miller, 1990Masalki, 2001and McKesson Health Solution, 2003. Kirsch, Jungeblut, Jenkins, and Koistad (1993) still on importance of books noted that if comic books are less available for children it explains class difference in literacy development.…”

Section: Discussionmentioning

confidence: 99%

Quality Science Education at Secondary School Level in Delta State: Are the Libraries and Science Books Available for Use?

Patrick

Kpangban

2007

Studies on Home and Community Science

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The purpose of this study was to find out the state of science books in libraries in Public Schools in Delta State of Nigeria and to particularly determine the positioning of the libraries for the effective implementation of the senior secondary science curriculum -in the areas of kinds of books available, their quantity, quality and relevance. The design employed for the study was survey. To guide this study, five research questions were raised and answered. 90 Public secondary schools randomly selected from the three senatorial districts of Delta State were used for the study. Data were collected with questionnaire, interview and personal evaluation of the libraries in the selected schools. The major findings of the study are as follows: (1) (7) Most of the science books found in the libraries are outdated and no longer relevant for the teaching and learning of the current science curriculum. It is concluded that successive governments in the state have not been serious with the development of libraries which will nourish quality science education in the state.

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“…The relation of this structured understanding of the learning process to critical thinking becomes immediately clear when the process of reading among students is closely observed. Smith (1990) outlined the way in which the debate on critical thinking in a classroom situation centered largely around two schools of thought: that of Thomas Newkirk (1989) who argued for an open, unstructured thinking process to encourage critical thought, and that of Lehman and Hayes (1985) whose approach was more structured and organized. According to Smith, this new approach facilitated the following process in reading:…”

Section: Defining the Scope Of Critical Thinking And Readingmentioning

confidence: 99%

Can Thinking be Taught? Linking Critical Thinking and Writing in an EFL Context

Mehta

Al-Mahrooqi

2014

RELC Journal

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While thinking critically is often perceived to be the primary purpose of reading, the question of whether it can actually be taught in classrooms has been extensively debated. This paper bases itself on a qualitative case study of university students completing a degree in English Language and Literature. It explores the way in which critical thinking can be taught in EFL contexts. The paper suggests that critical thinking is best defined as a series of skills which can be continuously worked upon by students for whom constant revision and application of these skills is a significant way of internalizing what has often been seen to be just an attitude or bent of mind. This skill is further enhanced when students get an opportunity to write on the areas which have been discussed in the class, particularly if they are of some relevance to the students’ own contexts. Based on the open question format of Norris and Ennis (1989) and subsequent evaluation using the rubrics of McLaughlin and Moore (2012) which take into account the critical reading component in writing, this paper investigates the extent to which critical thinking could be enhanced through in-class social practices such as discussions and subsequent writing. The study concludes that continuous practice, both oral and written, provide opportunities for students to develop their critical thinking abilities as they become more successful in incorporating nuanced and critical ideas into their academic writings. This has implications for students’ academic and personal achievements because, clearly, an inability to read critically will result in an inability to write insightfully. Various strategies are then suggested to facilitate learners’ use of critical thinking skills so that they may successfully incorporate them into their writing, both in an academic context and as a life-long skill.

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Advancing Critical Reading through Historical Fiction and Biography

Cited by 5 publications

References 0 publications

What if Hitler had won WWII and met Kennedy in 1964? Perception and evaluation of counterfactual historical fiction

What if Hitler had won WWII and met Kennedy in 1964? Perception and evaluation of counterfactual historical fiction

Quality Science Education at Secondary School Level in Delta State: Are the Libraries and Science Books Available for Use?

Can Thinking be Taught? Linking Critical Thinking and Writing in an EFL Context

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