Topic: Marilyn Pryle

What does critical reading mean in a time of social media, YouTube, algorithms, AI, and fake news? Join us for the book launch of 5 Questions for Any Text: Critical Reading in the Age of Disinformation by Marilyn Pryle.

Today we hear from author and teacher Marilyn Pryle about the crucial role of English teachers in today's world.

Marilyn Pryle's 5 Questions for Any Text: Critical Reading in the Age of Disinformation is now available! Watch Marilyn discuss the new book and detail the five questions for unlocking deeper understanding.

Marilyn Pryle explains how to teach critical reading with this sample reading response based on her Question 1: what am I reading?

Marilyn Pryle explains how to teach critical reading with this sample reading response based on her Question 1: what am I reading?

Marilyn Pryle outlines the benefits of reading responses, and how to use them to encourage students to be critical readers in the age of disinformation.

Critical reading is essential when approaching texts in 2024--information will be aggressive and persuasive this election year.

The list of forthcoming Heinemann professional books in 2024.

Marilyn Pryle and Rebekah O’Dell explain how reading responses can be an effective tool for helping students to engage meaningfully with a text.

We are happy to share that on Monday, December 10, Heinemann author Marilyn Pryle was named Pennsylvania's Teacher of the Year in recognition of her innovative teaching and dedication to her students.

When students write Reading Responses about a text, they have something to say in class. It may be a minor point, or it may be a major point, but it is a concrete thought and it is tied to a specific part of the text.

How do we encourage students to genuinely engage with challenging or difficult texts? Today on the Heinemann Podcast, Marilyn Pryle, author of “Reading with Presence” suggests a method of writing and sharing reading responses, which differ from the usual short essay answer.

In the process of writing reading responses, the importance of choice cannot be understated. Students feel like they are in control of their responses; they can view the text through whatever lens they choose.

With the practice of reading response writing, students do not have to answer specific questions with definitive answers. Instead, they can read with presence, and decide at the end what aspect they would like to respond to.

In her new book “Reading with Presence” Marilyn Pryle tackles the causes of disengaged learning and provides tangible solutions that provide students a safe space to share ideas and engage confidently.

It is often difficult to imagine how students can move from where they are to the longer papers they will need to write. This book shows the way forward, with invitations wide enough, attractive enough, and manageable enough—that students will, I believe, decide they no longer need to hide.

When we want nothing from a text but what it might have to offer our minds and spirits on its own terms, we read with presence.