from Terry Haik
Critical reading is a reading for the purpose of critical research of the text and its ideas.
To add a little more to this definition, we can say: “Critical reading is a reading for a critical study of the text and its implicit and explicit topics and ideas.”
What is critical reading? In order to expand on the simple definition above, the critical reading is the close, careful reading of the text, to fully understand it and to evaluate its virtues. It’s not just a matter of skipping text or reading for storypoints; More recently, critical reading requires you to read carefully and thoughtfully, taking into account the structure, purpose and audience of the text, among other characteristics (eg tone, mood, diction, etc.))
See also The definition of critical thinking
Critical reading is the process of reading texts to fully understand them. It includes asking questions about the intention of the author, structure and purpose of the text and meanings of individual words and phrases. Critical readers also look at the context in which the text is written and how different audiences can interpret it.
What is the critical reading strategy? A critical reading strategy is all the reader does, which helps them evaluate critically text.
See also Creating a reading culture in your classroom
What are some examples of critical reading strategies?
Critical Reading Strategies
Spring (“Reading between Rows” is the act of identifying and examining implicit messages and bias.)
Action (Determination of each and how they work/do not work together in a specific text; mapping the concept can be useful here)
Magazines (while or after reading to reflect both the text and the evaluation process of this text)
See also 8 of the most important skills for critical thinking
Tagging
Re -reading
Reading speed adjustment
Monitoring of understanding
SpQ: Stop, the paraphrase and the question
The counter -a -counter (View the text from a specific point of view other than your own – often the opposite of your beliefs, opinion or perspective)
Critical lenses (Reading A Text While ‘Seeing’ That Text Through A Specific Concept or Category – Including Socioeconomic, Historical, Gender, Race, Sexuality, and Other ‘Consupts’ or Realtiies Meaning Prevously inaccessible to the Reader and, Perhaps Most Importatily, Help the Reader Understand The Subjectovity of Reading and How Much of an Our Biaases HAVE ONDING US).
See also How to help your students see quality
Why is critical reading important?
Critical reporting is important because it allows you to read and analyze text critically, breaking it on its components and evaluating its strengths and weaknesses. It also helps you understand the author’s purpose when writing the text and how it refers to your own life.
As a process of reading texts focusing on understanding and evaluating the arguments and evidence presented, critical reading involves asking questions about the text, linking with other texts and thinking critically about the author’s argument. Critical reading is necessary for success at school and in life because it allows you to criticize information and make informed decisions.
How to read a critical
To read critically, you just have to read to identify and evaluate the “quality” of text.
Quality can mean different things depending on the purpose and context of text. Keep in mind that the quality here is different from the “quality” of literature or film or other fiction. In these cases, there are certainly specific distinctive features of quality, but they are related to the ability to convey a convincing fiction (eg, tell “good history”). The use of a dialogue to establish heroes, the use of the setting for conflicts on the ground and the weaving of a unifying story during dozens of small events, each of which is done in order to help the reader slowly reveal some truth about himself or the world around them – these are the types of practices that help determine the quality of fiction.
In non-fiction, for example, for example, quality is more about the clarity and relevance of a specific statement and the author’s ability to demonstrate the importance and truth of this claim.
Wikipedia offers A strong example of the need for critical reading: “Psychologist Cyril Burt is known for his research on the effect of heredity on intelligence. Shortly after he died, his studies of heritage and intelligence have entered into badness after the criticism shows that he has fallen. “The” critical reading “was performed in the” critical reading “in” Critical Reading “were carried out in” critical reading “in” critical reading “were made in” critical reading “, they were executed in” critical reading “, which are fulfilled in the numerous readers. They blindly accepted Cyril Burt’s research, although they were of no scientific value and probably directly forged: they wanted to believe that IQ was hereditary and considered non -critically empirical allegations that support this opinion.
Types of questions to ask while critical reading
Critical reading is the process of text analysis to understand its meaning and to evaluate its argument. When you critically read text, ask yourself questions about the author’s purpose, the evidence that provides the logic of their argument.
Who says what to whom? That is, who is the author, what is their message and who is this message?
Is this true? By what standard?
Does the thesis go “and what?” Challenge. To put it another way, the claims are made convincing and significant? Is it worth finding out?
What is explicitly stated? What is implied? What is the relationship between the two?
What are the basic assumptions about both the text and the claims in it?
Is knowledge (facts, truths, information, data, etc.) in the text presents our present best understanding of things they are today? If not, what has changed and why? And how does this change affect the power and meaning of the text itself?
What is a fact here and what is the opinion?
What is the meaning of this text?
What are the claims made by this text? Are these claims clear? Appropriate? Captivating? New? That is, is this said before?
What reasons are given in support of these claims? Are these reasons gave with the claims? That is, are the evidence of claims precise?
That is, are the claims of claims accurate?
By formulating questions like these, you can not only manage your own understanding of the text, but you can also start learning how arguments (and the texts that contain them) are constructed). This can help students form rational, strong arguments, while providing practice to analyze and evaluate the dignity of the arguments set out by others (these may be official academic arguments or informal “arguments”/claims made in real conversations a day in their lives).
The thinking of critical reading
We are also reading “I”, which we were forever changed, if only it is ever so light. Acquiring knowledge changes us, and reading is a process of acquiring knowledge. The same text read five years ago has a new meaning now, because meaning is not in the text, but in your mind that has changed during this period of time. This type of awareness illustrates the need for critical reading (and critical thinking during reading).
See also Critical thinking is thinking
As human beings, we understand too much and lack too much information and perspective. This leads to humility is one of the most important strategies for reading critical reading. By giving this way of thinking to text, we have a better chance of evaluating the power of claims to claim text and thus to have a greater chance of improving our own knowledge and skills for critical reasoning.
In Why should students readI said, “When we read – really, we really read – for a while, a normally very strong part of us grows quiet and limp until our mind begins to unravel new ideas. Then, pressing further, we look in, turning skin behind.”
Reading is interested in what has been said, understanding is interested in what has been, and critical reading is interested in what it is Actually trueS
