SHIRAK STATE UNIVERSITYFOUNDATION

FACULTY OF HUMANITIES AND ARTS

TERM PAPER

THE BASIC MODELS OF TEACHING ANALYTICAL READING

FOURTH YEAR

STUDENT: TATEVIK AVETISYAN

SUPERVISOR:NARA DAVTYAN

GYUMRI 2020
 CONTENTS

INTRODUCTION…………………………………………………………………………...3

CHAPTER 1THE MAIN ROLE OF ANALYTICAL READING………………………..4

CHAPTER 2 ANALYTICAL READING AS A TOOL OF TEACHING……………….10

CONCLUSION………………………………………………………………………………20

REFERNCES………………………………………………………………………………...21

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 INTRODUCTION

The topic of the term paper is “The Basic Models of Teaching Analytical Reading”. The main
idea behind this specific topic is to learn the core elements of analytical reading and find out the
best ways to teach it to the students. In this paper, we cover all the basics concerning the
analytical reasoning skills and abilities of reading as well as teaching factors. Analytical reading
plays a significant role in student’s life as it helps him/her to get to know the information better
at the same time helping him/her to focus on not only the main concept of it but also understand
the underlines each sentence provides.

Hence, the aim of this paper is to show the important role that analytical reading has in student’s
life and the concept of teaching it.

The objectives are:

 To illustrate the significant role that analytical reading has;

 To show variants of teaching analytical reading skills to the students.

The topicality of the term paper is based on the analytical reading skills amongst pupils.

The following paper consists of:

Introduction: here is given the brief summery and description of the given topic

Chapter 1: The main role of analytical reading

Chapter 2: The models of teaching students how to read analytically

Conclusion: summing up all the methods and ideas provided

References: providing all the sources of information used in the paper.

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 CHAPTER 1

THE MAIN ROLE OF ANALYTICAL READING

It is no secret that good reading skills require much more than just basic comprehension.
According to Wikipedia, the free encyclopedia, “Reading is the complex cognitive process of
decoding symbols to derive meaning. It is a form of language processing. Success in this process
is measured as reading comprehension. Reading is a means for language acquisition,
communication, and sharing information and ideas” .The types of reading differs heavily from
each other. In this context, analytical reading comes forward which is aimed to analyze the
whole text at the same time finding the basic information provided and analyzing it in not only as
a piece of text, but also as a language piece and a separate structure. Analytical reading has been
studied and discussed deeply in the past. Many authors have touched upon this subject. Tom
Wilk, for instance, has talked about analytical reading as a tool for the students to learn any
foreign language. He thinks that analytical reading, similarly to any other forms of language
studying (meaning speaking, reading, writing, etc.) has stages that one needs to follow in order to
master it. He sorted out “Analytical reading strategies”, which according to him, help not only
the students, but also all the people that have any connection with the sphere.
Tom Wilks’s “Analytical Reading Strategies” is as follows:

ANALYTICAL READING STRATEGIES

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See reverse for checklists with more detail on how to use these strategies!

Strategy When How Why

Skimming Prior to reading a Read intro, review To help situate the reading
complex. headings and and its arguments and make
structure looking reading easier.
for the main claims
and reasons for
those claims.

Re-Reading When you Slow down re-read To ensure understanding of

encounter difficult the text, and pause difficult before moving on.
passages. until you can
summarize for
yourself in 1-2
sentences.
Integration When encountering Identify central Promotes deeper
a central idea, or ideas think about understanding.
when an idea what else you know
reminds you of or have on those
something else. ideas and consider
similarities and
differences.
Annotation When a passage Take notes on the Next-taking engages you in
puzzles you, ex text using your the text, and helps you to
cites you, or worth preferred strategy. remember ideas.
remembering.

Argument Mapping When presented Develop anything To help you identify the
with an argument, from a full map of logical structure underlying
particularly an the argument to a the written structure.
important one. recounting in your
head of the
structure of the
argument.

Skimming

1. Ask Yourself: How Should I Read This? (Why am I reading it? What kind of text is it?)
2. Read the introduction and conclusion, looking for the thesis.
3. Scan the text for section beadings, bolded terms, big ideas.
4. Read the first few sentences of each section.
5. State, for yourself, your working summery (thesis and main reasons).
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Integration

1. Start with an inventory of the central chaims and concepts.

2. Where have you seen similar ideas and concepts in the other texts we have read?
3. Where have seen them in other things you have read and/or seen?
4. Where have seen them in your own life?
5. How are the uses of the concepts or chaims similar?
6. How use the uses of the concepts or chaims different?
Re-Reading

1. Show down – find the last place you understood the reading.
2. Read the passage again slowly.
3. Identify any chaims that were established earlier in the essay and review them.
4. Identify any terms you don’t understand and look them up.
5. Repeat until you can provide a 1-2 sentence summary of the passage to yourself.
Annotation

1. The Cornell Method: on a separate sheet of paper, make two column, write down key
ideas from the reading. In the left hand column, identify key words for those ideas. At the
bottom, summarize the reading.
2. Jeff”s Method: I use a modified Cornell Method, where I use the left hand column for
questions and objections. The right hand column contains the thoughts of the author, and
the left contains a record of my thinking.
3. Marginalia Method: Come up with a system of symbols to indicate different responses to
the text. Mark up your text, adding longer thoughts when you have space, or on a
separate sheet of paper.
4. Two tips though: Do not simply highlight the text. This is passive, rather than active,
note-taking. Second, no matter your method, write a short summery of the reading. It will
help your arrange your thoughts around the key ideas.

We have covered what is analytical reading in general, but the question that may rise is why this
particular skill is so important amongst students and why reading analytically is difficult for
some people?

Well, in our opinion, the answer is the fact that when reading critically people tend to keep a
dictionary with them as they read the book in order to look up any words they do not understand.
In addition, literary references are important to, as there might be comparisons that are escaping
student’s understanding. For solving this issue the student needs to look at how the book is
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organized by reading through the table of contents and reading the introduction (which may give
you some idea of what the book is about, and why it is important).

In certain cases, all the mentioned above may discourage the reader. For that he/ she needs to
Read the entire book, so he/she will get a sense of what the book is about: who the characters
are, what is happening, what some of the themes or contexts may be, etc. This technique is
sometimes called "skimming".

On the other hand, Roger McCoy in his book called “Reading Critically- Analytical Reading”
talked about this issue at the same time giving answers on things that the student/reader needs to
focus when reading the text and analyzing it.

In his work, he correctly points out a number of questions that the reader should ask in order to
get a better understanding of the material.

From his point of view, there are certain stages and factors that students need to follow, however,
he thinks that one of the key factors is the start and the ending of every text or story.

Authors mentions that when finding the main idea in this 2 stages the overall text structure is
going to be visible for the reader and it would be much easier for him/her to revise and get a
better understanding of the text, hence analyzing it in the proper manner.

McCoy points out these specific questions:

Critical reading is a rigorous process designed to test your patience and stretch your intellect.
Readers should have in mind a strategy for critical reading that involves more than underlining
or highlighting. Critical reading is an active process, and requires a pencil in hand with specific
operations to perform while reading. Everyone should make an effort to learn and practice
critical reading skills. Practice of critical reading will necessarily slow your rate of reading, but
you will gain in the ability to evaluate the significance and quality of what you read. This will
save you time in the long run.
 Textbooks are designed to give you obvious clues about what topics and concepts are mot
important. Most other writing requires you to find for yourself the cues that indicate important
topics and statements. The best strategy for finding these cues is to adopt an attitude of active
involvement with the author. Rather than passively listening to the author’s monologue, you
should regard your reading as an active dialogue with the author and with other readers, i.e. other
members of the class.
I. Consider this six-point strategy for learning and practicing critical reading:
I.PREVIEWING. Before reading, consider these basic questions.
a. What do I know about the author? Experience? Reliability?
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 b. What does the title tell me? Insight to content and conclusions?
c. What type of article is it? Report? Position? Rebuttal? Have you read others of
similar type?
d. What can be learned by skimming the text? Organization? Firstsentences?
Impressions?
II. ANNOTATING. This is the most important step in critical reading.
a. What annotationstomake?
1)      Underline key words, phrases, and sentences and make a summarizing
comment, word, or question in the margin.
2)      Bracket [   ] important sections of text, and connect related ideas with
arrows. Number related points in sequence.
3)      Circle names or dates that you want to find quickly again.
4)      Make a running outline of key ideas in the article in the margin.
5)      Margin annotations, therefore, should include your reactions,
comments, definitions, questions, and an outline.
b. Annotations produce a comprehensive record that you can use in class
discussions, presentations and paper writing.
III. OUTLINING. Outlining is included above as part of the annotation, but it may be a
separate step on another sheet of paper. Particularly if the article is long and complex,
separate outlining is helpful. By outlining, the organization along with the key ideas of the
article become apparent.
IV. SUMMARIZING. Annotating immerses you fully in the article, and outlining gives you
an overview. Now summarizing gives you a chance to digest the content and say the essence
of the article in you own words. You now can handle the ideas on your own terms rather than
as the author did.
V.TAKING INVENTORY. An inventory is a list. You can make an inventory of your
annotations to look for patterns. Do you see recurring ideas, descriptions, examples,
opposing ideas, or writing style?
VI.ANALYSING AN ARGUMENT. An argument is a group of statements that have a
sequential relationship.
a. For example: a claim followed by reasons, evidence, or assumptions. In order to
evaluate an argument you must first identify the claim and the supporting
evidence.
b. Evaluating an argument. A successful argument appeals to the readers’ sense of
logic, their emotions, or their sense of the author’s credibility.
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 c. You must decide how convincing or how effective the appeals are.
1)      Is the evidence reliable? Facts? Statistics? Examples?
2)      Is the evidence appropriate? The right facts, statistics, examples, etc.?
3)      Is the evidence consistent? All evidence should work together without
self-contradictions.
 
Some critical reading questions to hold in your mind while reading.
1. What are the subject and main point?
2. Are difficult ideas explained clearly? Are they subject to various interpretations?
3. Are illustrations, evidence and examples effective?
4. Can you identify an argument in the article?
5. Is the argument convincing? Logical? Authoritative?
6. How does this article fit relative to other authors on the subject?
7. Is this article describing a new event or thing, or is it another example of something
familiar?”

To conclude, analytical reading is a great tool for the tutors to use in order to help students to
promote their logical reasoning and critical thinking skills. It is important to note that this tool is
not just for school or any other educational center, it is factor that will come handy in their future
lives as when even stepping to the so-called “job market” the CEO of the company or the future
boss will try to find out if the potential candidate has good reasoning and thinking skills which
will, in the whole sense, make their company a better place.

CHAPTER 2

ANALYTICAL READING AS A TOOL OF TEACHING

A line from Umberto Eco’s Six Walks in the Fictional Woods, “Every text, after all, is
a lazy machine asking the reader to do some of its work,” speaks directly to the beauty
and challenge behind teaching literary analysis. Literary analysis is something we

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must do, not something the text does for us, that is why students must actively learn
strategies for it.

There are a number of strategies teachers can use to support literary analysis in the
classroom. Direct, explicit instruction is one example that can be beneficial to the
process. In Explicit Instruction: Effective and Efficient Teaching , Anita Archer and
Charles Hughes define explicit instruction as a structured, systematic, and effective
approach to teaching skills. It’s an “unambiguous” and “direct approach to teaching
that includes both instructional design and delivery processes.” Through explicit
instruction and modeling, students understood the concepts behind the analysis, and
some of their difficulties were addressed as modeling literary analysis made the
activity tangible.

But modeling does not mean lecturing. Students need to engage with the concepts in a
variety of ways. Through direct instruction and multiple opportunities to grapple with
texts, the students were able to analyze those texts more deeply and with more
confidence.
One of the best ways to foster textual analysis is through meaningful classroom
conversations. This presents a unique opportunity for developing agency in students.
In Dialoguing Across Cultures, Identities, and Learning , Bob Fecho and Jennifer
Clifton say that “education is about change—of minds, perspectives, values,
understandings, meanings, selves—really all tools through which we construct
cultures and identity.” With the right tools, literary analysis can provide the
opportunity to engage students in activities that will shape their sense of themselves in
the world, and provide them with opportunities to evolve through exploration of text
and classroom discourse.

We propose modeling the process of literary analysis through explicit mini-lessons

that then lead into students’ own analysis. Over the past few decades, instructional
practices have shifted away from teacher-as-lecturer and toward student-centered
practices, collaborative opportunities, and inquiry-based approaches. In  No More
Telling as Teaching, CrisTovani and Elizabeth Birr Moje make an important
distinction about the practice of lecturing being “more efficient than effective.” They
drive home the point that it’s important for students to learn “through a mix of
classroom participation structures.”

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The Common Core State Standards call for students to engage in close reading
activities that cultivate deep reading comprehension. By high school, students need to
become increasingly facile with language and literature, developing their vocabulary
and reading increasingly complex texts. For example, in grades 11 and 12, one of the
expectations is for students to “cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain” ( CCSS.ELA-
LITERACY.RL.11-12.1).
How can this be accomplished? In writing, in class discussions, in all forms of
discourse, how can students develop agency in literary analysis? And how can the
right instructional moves set the stage for agency for all students? We found that the
students would gain a better understanding when an approach is modeled approach to
deriving meaning from a text—sometimes with a different text that was similar in
form or thematically related to what they were reading. Explicitly teaching students a
variety of approaches provided them with tools they were able to use and apply across
a variety of tasks, and this didn’t have to come in the form of a lecture.
Here are four strategies that is used in all around the world in classrooms to support
literary analysis in grades 9–12:

 Think Aloud: Model for students in real time how you would approach the analysis of
a similar text to the one being discussed by the class. This provides a guide for
students to better grasp how to approach a text.

 Model the Writing and Reading Connection: Annotate a text with a document camera
and model self-questioning strategies. There is plenty of research supporting the
reading-writing connection. Have students take notes and jot down observations of
what they notice as you are modeling.

 Teach Literary Theory Through Collaborative Inquiry: the students enjoyed learning

about literary theory and seeing a text through a feminist, New Critical, or
postcolonial lens, for example. In Critical Encounters in Secondary English, Deborah
Apple man says that “critical lenses provide students with a way of reading their
world.” Students can work in assigned groups to analyze a text through a particular
lens and present their analysis to their classmates through a medium of their choice.

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  Vary Your Approach: After demonstrating literary analysis, offer students multiple
opportunities to engage with a text, both collaboratively and individually.

We have covered the basic models of critical reading, but before that stage there is
also the so-called “moving students” group, which means that these are the people that
need to be moved from “basic recall to analytical comprehension” stage.

However, Laura Robb, who is an author, teacher, coach, and international speaker, and who
has completed more than 43 years of teaching in grades 4-8, gives us some answers concerning
the topic.

In her research paper, she wrote: “A common sense belief I always share with teachers is that
it’s pointless to ask students to read and reread a text they can’t learn from—a text at their
frustration level. Recall implies that the learner is able to decode the text, and understand and
remember the information. That can only happen when the student has enough background
knowledge and the text is close to his or her instructional reading level.”

But the question that arises here is that what does she mean when saying comprehension?
Research that we have done concludes that when saying comprehension tutors generally mean:
“Comprehension is a word that teachers use all the time: Jake’s comprehension is weak; Talia
can’t comprehend nonfiction; David comprehends everything he reads. The basic step in
comprehending a text is the recall, which provides readers with information that enables them to
determine important details, infer, identify themes, and analyze a text’s meanings.

Scaffolding Suggestions for Recalling Details

 Have the student reread if the book if it is at his instructional level.

 Place the student in a book in which he or she has enough background knowledge to
recall its details.
 Find another book that’s more accessible.

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  Have the student reread a few paragraphs, and then stop to think and check his or her
amount of recall. If recall is solid, have the student read on. If it’s not, have the student
reread or close read.

Moving Students from Basic Recall to Analytical Comprehension

You can move students beyond basic recall to analyzing texts by using the three strategies that
follow: determine importance, make logical inferences, and identify themes. In addition, when
you use these reading strategies, you’ll move students beyond recall to high level thinking:

 Use your read aloud text to explicitly model how you apply the strategy.
 Set aside time for guided practice as you circulate to offer students’ support, answer
questions, and acknowledge what’s working. 

However, it’s also important to note that with skilled readers, reading strategies work in teams.
For example, we can infer and determine important details at the same time. Or we can compare
the protagonist to antagonists and settings. To help students understand, apply, and absorb
reading comprehension strategies, teach them one at a time initially—and gradually move toward
showing students how to integrate them.

Determine Importance

This strategy applies to fiction and informational texts. With fiction, good readers decide the
events, conflicts, and decisions that are significant and can explain why. Determining importance
also helps them understand literary elements, such as protagonist, and genre, such as science
fiction.

With informational texts, good readers separate nonessential from essential information. They set
a purpose for reading because it helps them focus their efforts on specific, essential information. 
As they read and reread, they also figure out the information and vocabulary that are important to
helping them infer and understand themes. 

Classroom Snapshot

give a group of fourth graders a short article on the Amazon Rainforest and ask them to set
purposes for reading by studying the two photographs and captions and by reading section
headings. Here are two purposes students offered: Read to find out why deforestation is bad.

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Read to see why the Amazon Rainforest is needed for fresh water.  Having different reading
purposes will make their discussion richer.

Scaffolding Suggestions for Determining Importance

 Help students set a purpose for reading for informational texts.

 Help students set a purpose for reading fiction. For example, a purpose for reading
Katherine Paterson’s The Great Gilly Hopkins could be to monitor the problems Gilly,
the protagonist, faces in the first three chapters. . 
 Ensure that students understand the diverse subgenres of fiction. For example, a purpose
for reading The Giver by Lois Lowery might be to explore what makes the book a
dystopian novel.
 Model how you set purposes by reading aloud. First, set a purpose: To determine the
structure of folk tales.  Then, as you read, think aloud and pinpoint the essential details
that help you meet your purpose.

Make Logical Inferences

To infer from text, students first have to understand what an inference is: an unstated or implied
meaning. Making inferences that are logical means students have to use details in texts they are
reading as support.

Inferring is a strategy that you should model many times during the year because it is difficult for
most students to grasp, absorb, and apply to their instructional and independent reading. From
my experience, with practice, inferring becomes automatic for most students between eighth and
tenth grade.

Classroom Snapshot

Sam, a fifth grade student is reading Ruby Bridge’s Through My Eyes and experiencing

difficulty inferring from the text. His teacher switches gears and invites Sam to use details in the
book’s photographs to infer. Once Sam shows that he can infer from photos, his teacher moves
him to text and says: “Words and phrases in the text give you details similar to what you saw in
photographs.” She supported Sam by selecting words and phrases and inviting him to infer. Then
she provided an inference and asked Sam to find supporting details. The teacher gradually
released responsibility for inferring to Sam until he could apply the strategy on his own

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Scaffolding Suggestion for Making Logical inferences

 Invite students to make inferences based on events in their daily lives. For example, they
can infer the temperament of a dog from its behavior or the mood of a friend or sibling
from his or her words and actions.
 Think aloud and share your inferring process using a read aloud text.
 Have students make inferences based on photographs and illustrations in books.
 Help students transfer inferring from events in daily life, photographs, and illustrations to
inferring from text details by first providing them with target words and phrases and
asking them to infer. Have students practice with you and/or a peer until they can work
independently.

Identifying Themes

Themes are tough for readers to identify because, like inferences, they are unstated.  But by
using informational text details and literary elements students can identify themes that not only
apply to the text they’re reading but also to other texts. Here are three steps that can help students
pinpoint themes in fiction and nonfiction:

 Identify the big idea or general topics in the text and talk and/or write about them.
 In fiction, explore what characters do and say that relate to that big idea or general topic.
In nonfiction, explore information and details that relate to that big idea or general topic.
 Create a theme statement that expresses the author’s message about the big idea or
general topic. Encourage students to avoid using character’s names or the names of
places mentioned in a text. An effective theme statement applies to people, characters,
and ideas across texts, not just the text in hand.

Classroom Snapshot

Ricardo, a sixth grader, can name specific characters and places in the book he’s reading, but he
can’t use the information to state themes. His teacher, Ms. Krieger, meets with Ricardo on three
separate occasions for five minutes as the rest of the class reads independently. Her plans include
modeling how she uses what characters say and do to arrive at a theme and discussing her
process. Then, she’ll provide Ricardo with a theme and have him find the details in the text that
support it.

Scaffolding Suggestions for Identifying Themes

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  Have students watch a video and identify its theme. Then ask them to talk about how the
same strategy can be applied to a text.
 Give students the details from a text that they need to identify a theme and have them
compose a theme statement.
 Show students how you pinpoint a general topic in fiction and link it to what characters
do and say. Then model how you use the information to compose a theme statement. For
example, the general topic is the pain and anger that a child experiences when he realizes
his parent commits evil acts. In The Giver, Jonas feels shock, intense anger, and deep
pain when he watches, on video a feed, his gentle and nurturing father kill a “newchild”
who doesn’t meet the growth standards of the community. To transform the father’s
unspeakable action into a theme, the reader has to think beyond Jonas to all young
adolescents: Disillusionment occurs when an adolescent sees that a beloved parent is
capable of evil.
 Pair up students who have read the same text and have them work together and identify
one to two themes.
 Work backwards: Give students a theme statement and ask them provide the text details
that support the theme statement.

Document Teacher-Student Conferences

A five-minute, one-on-one conference can support a student’s needs; one meeting might be
enough, but more likely, you’ll need two or more meetings.  It depends on the extent of the
student’s needs and the level of the instruction you’re providing.

You can schedule a series of conferences over several days while the rest of the class reads or
writes independently. Keeping conferences short and focused allows students to practice a
strategy over several days and provides the time students need to absorb how the strategy works
and how well it’s working for them.

Hold these five-minute conferences in a quiet place in the classroom. Use a small table or use an
extra student desk and meet away from other students to ensure privacy.  It is recommended
documenting these conferences using a form at the end of this blog. The filled-out form provides
a record of what you planned and what you and the student discussed, practiced, and
accomplished. It can also inform the focus of future conferences and teaching decisions.”

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Apart from Laura Robb’s models as we have already noted before, there has been done some
research before. When preparing the materials, we came across to an article called “A guide to
close, Analytical Reading”. This specific article talks about what is close reading, and more
importantly guides the tutors on how to teach that skills to students.

The article mentions “Close reading is the systematic practice of analyzing a text to gain deep
comprehension. It involves identifying central ideas and key details, investigating vocabulary
and structure, and synthesizing these components to understand the text”.

Moreover, it also stipulates “The attributes of Close Reading Lessons”. It correctly and
narratively speaks about all the possible outcomes and also guides the teacher’s way through that
path of analytical reading.

In particular, it reads points out the abovementioned steps;

“Close reading strategies will vary depending on the content under consideration, the place in the
curriculum, and the goals of the particular lesson.  But most Close Reading lessons will share the
following attributes:
1. Selection of a brief, high-quality, complex text.
Limiting the length of the passage allows students the opportunity to apply new skills and
strategies through multiple readings of the text.

2.  Individual reading of the text.

Students unable to read the text independently might engage in a partner read or a group read in
lieu of an independent attempt.
3.  Group reading aloud.
A group read aloud might be teacher-or student-led. This practice supports the engagement of all
students, especially those who struggle with reading the text independently and reinforces the
primacy of the text throughout Close Reading lessons.

4.  Text-based questions and discussion that focus on discrete elements of the text.
Questions and discussion may focus on the author's word choices and repetition, specific
sentences, literary devices, academic vocabulary, or particular passages containing information
that is key to the curricular objective.

5.  Discussion among students. 

These discussions, either in small groups or across the whole class, will ensure that the text-as
opposed to personal reflections- remains the focus as the reader explores the author's choices.
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6.  Writing about the text.
Students may be asked to reflect on the knowledge gained through Close Reading in short or
long written passages.

Text Dependent Questions

As the name suggests, a text dependent question specifically asks a question that can only be
answered by referring explicitly back to the text being read. It does not rely on any particular
background information extraneous to the text nor depend on students having other experiences
or knowledge; instead it privileges the text itself and what students can extract from what is
before them. 

Good text dependent questions will often linger over specific phrases and sentences to ensure
careful comprehension of the text—they help students see something worthwhile that they would
not have seen on a more cursory reading. Typical text dependent questions ask students to
perform one or more of the following tasks:
 Analyze paragraphs on a sentence by sentence basis and sentences on a word by word
basis to determine the role played by individual paragraphs, sentences, phrases, or words
 Investigate how meaning can be altered by changing key words and why an author may
have chosen one word over another
 Probe each argument in persuasive text, each idea in informational text, each key detail in
literary text, and observe how these build to a whole
 Examine how shifts in the direction of an argument or explanation are achieved and the
impact of those shifts
 Question why authors choose to begin and end when they do
 Note and assess patterns of writing and what they achieve
 Consider what the text leaves uncertain or unstated

Step One: Identify the Core Understandings and Key Ideas of the Text
As in any good reverse engineering or “backwards design” process, teachers should start by
identifying the key insights they want students to understand from the text—keeping one eye on
the major points being made is crucial for fashioning an overarching set of successful questions
and critical for creating an appropriate culminating assignment.

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Step Two: Start Small to Build Confidence
The opening questions should be ones that help orientate students to the text and be sufficiently
specific enough for them to answer so that they gain confidence to tackle more difficult
questions later on.

Step Three: Target Vocabulary and Text Structure

Locate key text structures and the most powerful academic words in the text that are connected
to the key ideas and understandings, and craft questions that illuminate these connections.

Step Four: Tackle Tough Sections Head-on

Find the sections of the text that will present the greatest difficulty and craft questions that
support students in mastering these sections (these could be sections with difficult syntax,
particularly dense information, and tricky transitions or places that offer a variety of possible
inferences).

Step Five: Create Coherent Sequences of Text Dependent Questions

The sequence of questions should not be random but should build toward more coherent
understanding and analysis to ensure that students learn to stay focused on the text to bring them
to a gradual understanding of its meaning.

Step Six: Identify the Standards That Are Being Addressed

Take stock of what standards are being addressed in the series of questions and decide if any
other standards are suited to being a focus for this text (forming additional questions that
exercise those standards).”

CONCLUSION
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Analytical reading plays a significant role in student’s life, hence the tutor or the teacher needs to
focus on this feature heavily these skills will be handy in the future.

Analytical reading plays a significant role in student’s life as it helps him/her to get to know the
information better at the same time helping him/her to focus on not only the main concept of it
but also understand the underlines each sentence provides.

Analytical skills are key factor when getting hired to admitted to any higher ranking university
abroad or in the Republic of Armenia, they are extremely crucial for one’s self-development
also.

Without analytical reading and logical reasoning skills, the person is most likely to fail in his/her
career and while many people think that skills are just given to some people, teacher is the one
who helps that person master it and sort out and group, so that the student can get a good use out
of it. Analytical reading is a skill that is mastered with the help of teachers and the basic models
that they use for achieving the goal and reaching the destination.

REFERENCES
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Book Sources 

1. Bauman, J.I.(1997).Engaged reading for pleasure and learning :A report from the Ntonal Reading

Research Center, Athens, GA: National Reading Research Center
2. Coleman C, Lindstrom J, Nelson J, Lindstrom W, Gregg KN; Lindstrom; Nelson; Lindstrom; Gregg
(2010). "Passageless comprehension on the Nelson-Denny reading test: well above chance for
university students"
3. Feitelson, Dina (1988). Facts and Fads in Beginning Reading: A Cross-Language Perspective.
Norwood, New Jersey, United States:
4. Pikulski,J,I (1998,February). Imroving reading achievment:
5. Ruddell, R.,& Unrau, N. (1994).Rreading as a meaning-construction process:

Internet Sources 

1.http://earthscienceeducation.org/UofU-UrbEnviG/C-ContentForSessions/M-
2.MantrasOftenUsed/McCoy-ReReading.htm
3.http://edublog.scholastic.com/post/moving-students-basic-recall-analytical-
comprehension#
4.http://edutopia.org/article/4-strategies-model-literary-analysis
5.http://sites.google.com/site/amodelforclosereading/aguidetocloseanalyticreading
6.http://www.adlit.org/article/19844/
7.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3001687/

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