A Study of Japanese High School Classes to Raise Reading Skills

: Otona eno Jouken by Itsuo Kohama as a Resouce to Foster Deeper Independent Thinking

Abstract

The purpose of this action research study is to develop teaching methods of reading critique essays to help learners think profoundly of the author’s perspectives and make it meaningful for their own lives. The findings revealed that the following four processes to be effective when an instructor plans a lesson from Reader Theory perspective. First, learners can learn to be aware of their own perspectives by writing out their own ideas concerning the theme of the critique essay and relating or comparing their perspective to that of the author or their classmates. Second, learners can develop an understanding of the author’s perspectives by identifying the author’s reasoning. Third, learners can relate the reading to their own lives by writing their interpretation of the content to the phenomena of modern society. Fourth, learners can be encouraged to deepen and broaden their recognition of the critique by relating or comparing their own ideas about the author’s perspective to their peers’.