Four Stage Analytical Reading Model Improves Teacher Training Outcomes

DOI

10.2991/978-2-38476-589-8_58How to use a DOI?

Keywords

Analytical Reading; Teacher Education; Cultural Competence

Abstract

General Background: Reading is a central component of foreign language education, yet it is often limited to surface-level comprehension in teacher training contexts. Specific Background: Pre-service teachers frequently lack structured approaches to guide learners toward interpretive, critical, and culturally informed engagement with literary texts. Knowledge Gap: Existing pedagogical practices rarely provide practical, classroom-ready models that integrate linguistic, interpretive, and cultural dimensions of reading within realistic instructional settings. Aims: This study proposes and tests a structured four-stage analytical reading model designed to scaffold progression from basic comprehension to reflective and creative engagement. Results: Implemented in a 50-minute session with 11 undergraduate teacher trainees using a literary text, the model demonstrated development in linguistic awareness, interpretive reasoning, cultural reflection, and creative-pedagogical expression, as evidenced through annotations, discussions, and creative outputs. Novelty: The study introduces a feasible, theory-informed model that integrates classical reading strategies with critical and creative tasks, aligned with Bloom’s taxonomy, scaffolding theory, and transactional reading theory. Implications: The findings indicate that analytical reading supports multidimensional teacher development, positioning literature as a bridge between language proficiency, intercultural competence, and pedagogical identity formation in foreign language education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Lyssenko Nina Konstantinovna
PY  - 2026
DA  - 2026/06/18
TI  - Four Stage Analytical Reading Model Improves Teacher Training Outcomes
BT  - Proceedings of the 1st International Conference on Communication and Digital Multimedia 2025 (ICCDM 2025)
PB  - Atlantis Press
SP  - 726
EP  - 735
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-589-8_58
DO  - 10.2991/978-2-38476-589-8_58
ID  - Konstantinovna2026
ER  -