Critical reading is an essential skill that enables students to analyze, interpret, and evaluate texts for deeper understanding and informed decision-making. This article explores effective strategies for teaching critical reading, including pre-reading activities, annotation, questioning the author, and post-reading reflections. Additionally, the use of graphic organizers, technology, and collaborative discussions is highlighted as a means of fostering analytical thinking. Challenges in teaching critical reading, such as lack of motivation and text complexity, are addressed alongside practical solutions
Critical reading is an essential skill that enables students to analyze, interpret, and evaluate texts for deeper understanding and informed decision-making. This article explores effective strategies for teaching critical reading, including pre-reading activities, annotation, questioning the author, and post-reading reflections. Additionally, the use of graphic organizers, technology, and collaborative discussions is highlighted as a means of fostering analytical thinking. Challenges in teaching critical reading, such as lack of motivation and text complexity, are addressed alongside practical solutions
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Bektosheva D.B. | Assistant teacher | Nukus Innovation Institute |
| № | Name of reference |
|---|---|
| 1 | 1.Abd Kadir, N., Subki, R., Jamal, F., & Ismail, J. (2014). The importance of teaching critical reading skills in a Malaysian reading classroom. In International Academic Conference (pp. 208-218).2.Collins, N. D. (1993). Teaching critical reading through literature. ERIC Clearinghouse on Reading, English, and Communication.3.Hall, L. A., & Piazza, S. V. (2008). Critically reading texts: What students do and how teachers can help. The Reading Teacher, 62(1), 32-41.4.Khabiri, M., & Pakzad, M. (2012). The effect of teaching critical reading strategies on EFL learners’ vocabulary retention. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 31(1), 73-106.5.Marschall, S., & Davis, C. (2012). A conceptual framework for teaching critical reading to adult college students. Adult learning, 23(2), 63-68. |