Integrating Creativity and Reading: A Functional Approach

The Effect of Critical Reading Skills on the Evaluation Skills of the Creative Reading Process

“…Furthermore, there also exist various studies on the measuring tools (Kasap & Susar Kirmizi, 2017;Yurdakal & Susar Kirmizi, 2017) for creative reading and the theoretical dimension of creative reading (Aytan, 2014b;Aytan, 2014a;Catuksoken, 2007;Ipsiroglu, 2000;Uzun, 2009). Foreign researchers conducted various theoretical studies on the effectiveness of creative reading activities (Andresen & Pawlak, 1976;Barrett, 2001;Dollins, 2016;Dunn, 1979;El-Hayek, 2016;Ericsson, 2013;Moorman & Ram, 1994;Moorman & Ram, 1996;Nardelli & Nardelli, 1955;Ritchie et al, 2013;Tuzlukova, Eltayeb & Gilhooly, 2013;Wang, 2006).…”

The Effectiveness of Task Performance Based on Self-Regulation in Developing English Creative Reading Skills for the Linguistically Talented Student Teachers

“…So to be a good reader and follow these guide lines we can reach what is called " creative reading" in which the readers practice creative activities and be self-regulated. Moorman and Ram (1994) defined creative reading as "reading which includes novel concepts which the reader must creatively understand in order to comprehend a text. Active engagement of the text is a prerequisite for creative reading to occur; reader must attempt to incorporate the text into their own background" (p. 1).…”

“…It is the first skill that students should develop because it is considered a main source for language input. According to Moorman and Ram (1994) creative reading is a necessary component of the reading process and must be considered in any theory or system attempting to describe it; reading involves all the higher mental abilities such as perception, concept information, making inferences, contrasting and applications. Additionally, Labuda (1974, p.1 ) who stated that ""there are talented and creative students of diverse nature and that creative reading can play an important role in providing for the needs of these students.""…”

The Effect of Practicing Domestic vs. Foreign Newspaper on Iranian Intermediate EFL Learnersʹ Reading Comprehension Ability

“…Consequently, students can check the authenticity of the text by looking at the following indicators: whether the article gives the name of the author or no, the date of publication, the aim of the article, etc. Moorman and Ram (1994) state that although much of the research has been carried out on teaching reading, "yet no theories exist which sufficiently describe and explain how people accomplish the complete task of reading real-world texts" (p. 646). Graesser describes six basic knowledge sources involved with textual comprehension: linguistic, rhetorical, causal, intentional, spatial, and roles, personalities, and objects.…”