Critical reading is defined as a process characterized by “careful and exact evaluation and judgment ” or “ to judge a matter severely”. This kind of critical analysis must 6be taught with reading material used in the classroom. Critical reading goes beyond the basic prerequisite of general comprehension skill by making fuller use of analytical thinking processes. This prerequisite is the need to determine from many sources the best thinking on a point in question or area of study.
According to many reading authorities, critical reading skills should be taught through the newspaper whose editorial policy reflects one part’s point of view or whose slant on the news tends toward the sensational limit degree to which reading materials can be critically analyzed.
Most reading teachers think that critical reading skills should begin to be taught at the preschool reading readiness level. Here pictures can be interpreted and put in sequence, details noted, generalizations made, and relationship determined.
Critical reading skills must continue to be taught throughout the elementary and high school years, as one never really arrives at perfection in these skills. Basic to continuing instruction is the necessity for numerous opportunities for students to express their ideas openly and freely.
Critical analysis of material cannot be conducted in threatening situations in which the teacher does not allow for differences of opinion and belief.
(Written by Arnold Cheney in: "Discourse analysis: Strategies for evaluating the written text" by Marbella Delgado, 1993)
