WorldCat Identities

Shirley, Fehl L.

Works: 2 works in 3 publications in 1 language and 5 library holdings
Roles: Author
Classifications: BF456.R2,
Publication Timeline
Most widely held works by Fehl L Shirley
Critical Reading that Makes a Difference by Fehl L Shirley( Book )

2 editions published in 1983 in English and held by 3 WorldCat member libraries worldwide

Developing individuals who can think and read critically when confronted by the language of commercial and political persuaders is an important goal of reading instruction and of education in general. To make students capable of dealing with the omnipresent propaganda of the modern world, teachers themselves must have a functional concept of critical reading. A model of the critical reading process for use by elementary and secondary school teachers consists of five interdependent phases: (1) awareness of the denotations and connotations of words, (2) suspension of judgment, (3) interpretation, (4) problem solving, and (5) insight. Associative exercises--the study of poetry, analysis of advertisements--and other activities can help elementary and secondary school students understand the emotional power of connotation. Exercises stressing the importance of context, lessons on subliminal advertising, and fables are just some of the techniques that can be used to teach students to suspend judgment. Teachers can use an intensify/downplay pattern of questions to sharpen students' interpretive skills. Both elementary and secondary school students can apply the scientific method to problem solving. When readers understand both themselves and the true nature of a situation, they have reached the last phase of critical reading, insight. (Jl)
Professional Values from Reading The Influence of Reading on the Instructional Methodology of Teachers by Fehl L Shirley( Book )

1 edition published in 1977 in English and held by 2 WorldCat member libraries worldwide

The purposes of this study were to discover whether teachers can report the ways in which books, stories, poems, or articles have changed their concepts, attitudes, or behavior in relation to reading instruction, to learn the kinds of reading materials which have influenced their reading instruction, and to ascertain the instructional areas which were influenced. An introspective questionnaire was given to 97 teachers, the majority of whom were primary-level teachers, involved in a two-day conference on reading cues to creativity. Of these teachers, only 17% reported no professional influence from reading. The majority of the other 83% were more influenced by books than by periodicals in their instructional methodology, and more young teachers reported being influenced by reading than did older teachers. The seven materials mentioned most frequently were, in order: "Teacher" by Sylvia Ashton-Warner, "Teacher" (periodical), "Instructor" (periodical), "The Reading Teacher" (periodical), "The Naked Children" by Daniel Fader, "Schools without Failure" by William Glasser, "Summerhill" by A.S. Neill, and "Talking Time" by Louise B. Scott and J.J. Thompson. (JM)
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.77 (from 0.73 for Critical R ... to 0.84 for Critical R ...)