Critical literacy: the Four Resources model & (teaching) reading

Research output: Other contribution

Abstract

Reading, from a critical literacy perspective, requires that teachers and learners make meaning beyond the text: from decoding, to comprehension, to critical language awareness. Where decoding is related to the technical skills of reading (linking sounds to letters and words), comprehension is related to cognition (being able to interpret the meanings available in texts). Critical language awareness (Janks, 1993; Fairclough, 2014) further requires understanding texts and language use as socio-culturally situated and as having both a social function and a social impact (Vasquez, Janks & Comber, 2019; Fairclough, 2001).
But, what might that mean for practice? Luke & Freebody’s (1999) Four Resources model outlines a framework for reading and the teaching of reading from a critical literacy perspective.
Original languageEnglish
Media of outputBlog
Number of pages7
Place of PublicationScotland, UK
Publication statusPublished - 6 Nov 2019

Keywords

  • critical literacy
  • reading
  • teaching reading
  • linguistic diversity
  • teaching english

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