Critical reading practices in literature studies: adolescent female perspectives on a curriculum intervention

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[Truncated abstract] Adapting to curriculum change necessitates the evaluation of teaching and learning pedagogies. A new curriculum invites reflection on how knowledge is constructed and operationalised to extend higher order thinking in adolescent learners, in particular, female adolescent student participants.

This study attempted to identify productive pedagogical practices to develop critical reading competencies and higher order thinking in the context of a specific Year 11 Western Australian Certificate of Education (WACE) Literature course in Western Australia. To achieve this aim, a curriculum intervention to promote critical reading practices for literary study was designed, developed and implemented with three classes in a girls’ secondary school. The study explored the relationship between the reading process and critical reading practices, identified pedagogical practices which influence the construction of meaning and mastery of the Discourse of Literary Response and Criticism (DLRC), examined student participants’ perspectives on the efficacy of a curriculum intervention in promoting critical reading practices and higher order thinking, and the possibility of transfer of higher order thinking competencies in Literature to student participants’ other areas of learning.
Original languageEnglish
QualificationDoctor of Philosophy
StateUnpublished - 2014


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