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Review versus summary as markers of more versus less critical reading of a text

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article uses two response formats as diagnostic markers of reading stance: the review evaluates critical reading because it makes students connect with prior knowledge and contains evaluations, while the summary evaluates less critical reading because it involves deleting unimportant knowledge and forming a subject sentence not clearly written in the text. Summarizing was selected because it was "expected to limit critical reading". This pattern let the study classify each essay as a critique or summary with 95% coder agreement.

Design Implications

Context

Requirements

  • Essays coded as critiques if they include participants' opinions about the text-writer's argument and as summaries if they describe only the gist of the argument, coded by an independent coder

Constraints

  • By its nature, summarizing is not appropriate for readers to undertake a critical stance in a summary, per the article

Target Learners

  • Undergraduate pre-service teachers in Elementary Education

Learning Goals

  • Distinguishing critical (review) from less critical (summary) engagement with a text

Claims

Examples

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Key Sources

  • Aysegul Karabay. (2015). The guiding effects of a critical reading program on the use of external reading strategies when confronting an ironical text. Educational Research and Reviews. https://doi.org/10.5897/ERR2015.2419
Page metadata
Field Value
type design
id review-versus-summary-critical-reading-markers
title Review versus summary as markers of more versus less critical reading of a text
description The article uses two response formats as diagnostic markers of reading stance: the review evaluates critical reading because it makes students connect with prior knowledge and contains evaluations, while the summary e...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — aysegul-karabay-2015

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