Mark the correct answer? To whom? Deconstructing reading comprehension

Abstract

In this essay, I argue that teaching reading comprehension can be based on the read oneself reading’s view, which consists of reading a text at the same time that we read ourselves. In other words, we need to be aware, at all times, of the way we read texts and make meaning by taking responsibility for our own interpretations because both the writer and the reader are text producers. First, I begin by giving an example of how traditional ideals of reading do not include the plurality of ideas. I then explain how teaching through critical literacy can be used to reflect upon the identities of students, teachers and school community members in a classroom of English for speakers of other languages. I conclude by reaffirming the consequences of homogenizing readings and interpretations in addition to reflecting upon possible formative paths to the post-truth times we live in.