SCET Journal 2020

Prompting

Critical Thinking

Jones, S., & Clarke, L.W. (2007). Disconnections: Pushing readers beyond connections and toward the critical. Pedagogies: An International Journal, 2 (2), 95-115. doi:10.1080/15544800701484069 Meniado, J.C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching, 9 (3), 117-129. doi:10.5539/elt.v9n3p117

Rosenblatt, L.M. (1995). Literature as exploration (5th ed.). New York: Modern Language Association.

Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language Teaching Research, 4 (3), 251–274. doi. org/10.1177/136216880000400304

Tyson, L. (2012). Using critical theory: How to read and write about literature. London: Routledge.

Morrow, L.M., Gambrell, L.B., & Casey, H.K. (2018). Best practices in literacy instruction (6th ed.). New York: Guilford Publications.

Yılmaz, C. (2013). Literature instruction through reader-response approach: Does it foster reading comprehension?. International Journal of Language Learning and Applied Linguistics World, 3 (4), 50-58.

Poe, E.A. (n.d.). The tell-tale heart . Retrieved from https:// americanenglish.state.gov/files/ae/resource_files/the_tell- tale_heart_0.pdf

j Ali Alzughaibi Is a Ph.D. student in the Language and Literacy program in the College of Education at the University of South Carolina. His research revolves around first and second language literacies. He primarily works with Arabic - English bilinguals. He is also a lecturer in the English department at King Saud bin Abdulaziz University for Health Sciences in Saudi Arabia.

2018/2019

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