Applicable for any grade level and content area, this strategy strengthens knowledge of structure in reading and writing. Knowing the function of a paragraph increases understanding of content and improves reading and writing. This strategy permits student-teacher interaction and involves extensive use of English. Students dissect statements, paragraphs, or essays and then reconstruct them. Students become aware of multiple denotations, connotations, euphemisms, etc., while teachers identify vague and precise language, techniques of persuasion, and differentiate among facts, opinions and propaganda.
Ample opportunities occur for discussion of reasoning fallacies.
The strategies suggested are adaptable to the needs of Mexican American students. Similarly, high school teachers should become more proficient in teaching reading skills, provide students with appropriate labels for reading skills, and encourage students to apply collateral cognitive processes to all reading assignments. Technical Learning Corporation, 1975. Study Skills for Superior Students in Secondary Schools. Robinson, H. Alan.