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It argues that meaning is constructed through interaction between text and reader, shaped by dialogue and interpretation. The article outlines challenges in classrooms where assessment rewards what teachers expect rather than what students find meaningful. Drawing on Paulo Freire’s ideas of reflection and action, it proposes connecting reading to real-world engagement through social action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/critical-pedagogy-and-the-teaching-of-reading-for-social-action/599678/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/critical-pedagogy-and-the-teaching-of-reading-for-social-action/599678.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article criticize asking students “What did the author mean?”","Question",{"text":112,"@type":113},"It questions whether teachers can rely on author intentions as a single correct truth. 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Did she actually know what the author meant?– because I didn’t.  \nMore often than not, teachers like the one I was observing that day ask students to read and find the right answer, the one and only meaning of a text, as if reading were about uncovering one particular truth that a writer had established. Teaching reading as deciphering or guessing what writers mean does not seem to be the appropriate route to developing reading skills. In practice, one cannot know the author’s intentions or messages unless the author is thereto guide readers in the process. What we, as readers, can do is create our own meanings based on the ways we understand and interpret what we read or, at the very least, reconstruct meaning by using the clues that an author gives us.  \nReading is not a guessing game, some kind of treasure hunt where teachers reward the student who can rescue the “original” meaning of a text. Moreover, there is no such thing as original meaning that needs to be salvaged from incorrect or misguided interpretations. One cannot say that reading is not about getting meaning, though. People do read to get information and to expand their knowledge. However, much of the meaning of reading has to do with assigning meaning. Reading is an interactive process and meaning is constructed as a result of the dialogue between a text and a reader (Rosenblatt, 1996) .  \nReading teachers, novice or experienced, face the hard task of having to teach students how to read by moving beyond the mere “surface level” of reading (finding meanings in the text) into a more critical perspective (assigning meaning to what is being read) . Many teachers struggle in trying to reconcile these two perspectives as they teach learners how to read. In addition, teachers also struggle with assessment, particularly as it relates to the expected outcomes of reading. Instead of being evaluated based on what the students consider relevant and meaningful (what the text means to the students), students are evaluated on what teachers expect them to take from a reading activity (what the teachers think the text should mean) .  \nIn this article, I will explore the contributions of critical pedagogy to the teaching of reading and discuss an approach that helps learners move beyond the level of comprehension and use what they have learned in reading towards engaging in some kind of social action. I argue that, for reading to be effective and purposeful for both teachers and students, there needs to be a concrete connection between the text and the real world, and that this connection can be achieved through encouraging social action.  \nCritical Pedagogy and the Teaching of Reading  \nReading has been used in classrooms both as a tool for language development and as away of supplementing and extending content area knowledge (Rudman, 1993; Smallwood, 2004) . In order to develop the ability to read, learners need to be taught not only to understand what is presented in a text (comprehension), but to activate their previous knowledge, make comparisons and connections (analysis), and create new knowledge (synthesis) .  \nA critical approach to the teaching of reading involves the search for multiple possible interpretations and requires that teachers stimulate differences in the way readers relate to a text. Equally important, learning to read a text critically requires developing an awareness of how the themes that students read can lead to individual and collective transformation.  \nPaulo Freire (1970) hit a nerve when he elaborated on the dichotomy of students as subjects as opposed to objects of their own learning process. In contrast to more traditional or conservative approaches to education that are based on rote learning and that do not encourag","cbCaisqirok0IJj5","https://ap.wps.com/l/cbCaisqirok0IJj5","pdf",398039,14,"English","# Introduction\n## Critical Pedagogy and the Teaching of Reading","[{\"question\":\"Why does the article criticize asking students “What did the author mean?”\",\"answer\":\"It questions whether teachers can rely on author intentions as a single correct truth. It argues that meaning cannot be salvaged as one original message and is instead constructed by readers through interpretation and interaction with the text.\"},{\"question\":\"How does the article define reading in relation to meaning?\",\"answer\":\"Reading is described as an interactive process where meaning is constructed through a dialogue between text and reader. Readers assign meaning by interpreting what they read and using clues and their own understanding.\"},{\"question\":\"What classroom assessment problem does the article highlight?\",\"answer\":\"Students are evaluated on what teachers expect them to take from a reading activity rather than on what students consider relevant and meaningful. This can limit learners’ voices and interpretations.\"}]","Critical Pedagogy and the Teaching of Reading for Social Action | PDF",1792089235,35]