critical thinking strategies for reading

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Critical Reading and Reading Strategy

What is critical reading.

Reading critically does not, necessarily, mean being critical of what you read.

Both reading and thinking critically don’t mean being ‘ critical ’ about some idea, argument, or piece of writing - claiming that it is somehow faulty or flawed.

Critical reading means engaging in what you read by asking yourself questions such as, ‘ what is the author trying to say? ’ or ‘ what is the main argument being presented? ’

Critical reading involves presenting a reasoned argument that evaluates and analyses what you have read.  Being critical, therefore - in an academic sense - means advancing your understanding , not dismissing and therefore closing off learning.

See also: Listening Types to learn about the importance of critical listening skills.

To read critically is to exercise your judgement about what you are reading – that is, not taking anything you read at face value.

When reading academic material you will be faced with the author’s interpretation and opinion.  Different authors will, naturally, have different slants. You should always examine what you are reading critically and look for limitations, omissions, inconsistencies, oversights and arguments against what you are reading.

In academic circles, whilst you are a student, you will be expected to understand different viewpoints and make your own judgements based on what you have read.

Critical reading goes further than just being satisfied with what a text says, it also involves reflecting on what the text describes, and analysing what the text actually means, in the context of your studies.

As a critical reader you should reflect on:

• What the text says:  after critically reading a piece you should be able to take notes, paraphrasing - in your own words - the key points.
• What the text describes: you should be confident that you have understood the text sufficiently to be able to use your own examples and compare and contrast with other writing on the subject in hand.
• Interpretation of the text: this means that you should be able to fully analyse the text and state a meaning for the text as a whole.

Critical reading means being able to reflect on what a text says, what it describes and what it means by scrutinising the style and structure of the writing, the language used as well as the content.

Critical Thinking is an Extension of Critical Reading

Thinking critically, in the academic sense, involves being open-minded - using judgement and discipline to process what you are learning about without letting your personal bias or opinion detract from the arguments.

Critical thinking involves being rational and aware of your own feelings on the subject – being able to reorganise your thoughts, prior knowledge and understanding to accommodate new ideas or viewpoints.

Critical reading and critical thinking are therefore the very foundations of true learning and personal development.

See our page: Critical Thinking for more.

Developing a Reading Strategy

You will, in formal learning situations, be required to read and critically think about a lot of information from different sources. 

It is important therefore, that you not only learn to read critically but also efficiently.

The first step to efficient reading is to become selective.

If you cannot read all of the books on a recommended reading list, you need to find a way of selecting the best texts for you. To start with, you need to know what you are looking for.  You can then examine the contents page and/or index of a book or journal to ascertain whether a chapter or article is worth pursuing further.

Once you have selected a suitable piece the next step is to speed-read.

Speed reading is also often referred to as skim-reading or scanning.  Once you have identified a relevant piece of text, like a chapter in a book, you should scan the first few sentences of each paragraph to gain an overall impression of subject areas it covers.  Scan-reading essentially means that you know what you are looking for, you identify the chapters or sections most relevant to you and ignore the rest.

When you speed-read you are not aiming to gain a full understanding of the arguments or topics raised in the text.  It is simply a way of determining what the text is about. 

When you find a relevant or interesting section you will need to slow your reading speed dramatically, allowing you to gain a more in-depth understanding of the arguments raised.  Even when you slow your reading down it may well be necessary to read passages several times to gain a full understanding.

See also: Speed-Reading for Professionals .

Following SQ3R

SQ3R is a well-known strategy for reading. SQ3R can be applied to a whole range of reading purposes as it is flexible and takes into account the need to change reading speeds.

SQ3R is an acronym and stands for:

This relates to speed-reading, scanning and skimming the text.  At this initial stage you will be attempting to gain the general gist of the material in question.

It is important that, before you begin to read, you have a question or set of questions that will guide you - why am I reading this?  When you have a purpose to your reading you want to learn and retain certain information.  Having questions changes reading from a passive to an active pursuit.  Examples of possible questions include:

• What do I already know about this subject?
• How does this chapter relate to the assignment question?
• How can I relate what I read to my own experiences?

Now you will be ready for the main activity of reading.  This involves careful consideration of the meaning of what the author is trying to convey and involves being critical as well as active.

Regardless of how interesting an article or chapter is, unless you make a concerted effort to recall what you have just read, you will forget a lot of the important points.  Recalling from time to time allows you to focus upon the main points – which in turn aids concentration. Recalling gives you the chance to think about and assimilate what you have just read, keeping you active.  A significant element in being active is to write down, in your own words, the key points. 

The final step is to review the material that you have recalled in your notes.  Did you understand the main principles of the argument?  Did you identify all the main points?  Are there any gaps?   Do not take for granted that you have recalled everything you need correctly – review the text again to make sure and clarify.

Continue to: Effective Reading Critical Thinking

See also: Critical Analysis Writing a Dissertation Critical Thinking and Fake News

Academic Skills Center: Critical Reading

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Reading Self-Paced Modules

Reading Textbooks Reading Articles

Reading Skills Part 1: Set Yourself Up for Success

"While - like many of us - I enjoy reading what I want to read, I still struggle to get through a dense research article or textbook chapter. I have noticed, however, that if I take steps to prepare, I am much more likely to persist through a challenging reading. "

Reading Skills Part 2: Alternatives to Highlighting

"It starts with the best of intentions: trusty highlighter in hand or (for the tech-savvy crowd) highlighting tool hovering on-screen, you work your way through an assigned reading, marking only the most important information—or so you think."

Reading Skills Part 3: Read to Remember

"It’s happened to the best of us: on Monday evening, you congratulate yourself on making it though an especially challenging reading. What a productive start to the week!"

Reading a Research Article Assigned as Coursework

"Reading skills are vital to your success at Walden. The kind of reading you do during your degree program will vary, but most of it will involve reading journal articles based on primary research."

Critical Reading for Evaluation

"Whereas analysis involves noticing, evaluation requires the reader to make a judgment about the text’s strengths and weaknesses. Many students are not confident in their ability to assess what they are reading."

Critical Reading for Analysis and Comparison

"Critical reading generally refers to reading in a scholarly context, with an eye toward identifying a text or author’s viewpoints, arguments, evidence, potential biases, and conclusions."

Pre-Reading Strategies

Triple entry notebook, critical thinking.

Use this checklist to practice critical thinking while reading an article, watching an advertisement, or making an important purchase or voting decision.

Critical Reading Checklist (Word) Critical Reading Checklist (PDF) Critical Thinking Bookmark (PDF)

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Hillary Wentworth on SKIL Grad Writing Courses, Critical Reading, & Online Etiquette

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Reading & Writing Purposes

Introduction: critical thinking, reading, & writing, critical thinking.

The phrase “critical thinking” is often misunderstood. “Critical” in this case does not mean finding fault with an action or idea. Instead, it refers to the ability to understand an action or idea through reasoning. According to the website SkillsYouNeed [1]:

Critical thinking might be described as the ability to engage in reflective and independent thinking.

In essence, critical thinking requires you to use your ability to reason. It is about being an active learner rather than a passive recipient of information.

Critical thinkers rigorously question ideas and assumptions rather than accepting them at face value. They will always seek to determine whether the ideas, arguments, and findings represent the entire picture and are open to finding that they do not.

Critical thinkers will identify, analyze, and solve problems systematically rather than by intuition or instinct.

Someone with critical thinking skills can:

• Understand the links between ideas.
• Determine the importance and relevance of arguments and ideas.
• Recognize, build, and appraise arguments.
• Identify inconsistencies and errors in reasoning.
• Approach problems in a consistent and systematic way.
• Reflect on the justification of their own assumptions, beliefs and values.

Read more at:  https://www.skillsyouneed.com/learn/critical-thinking.html

Critical thinking—the ability to develop your own insights and meaning—is a basic college learning goal. Critical reading and writing strategies foster critical thinking, and critical thinking underlies critical reading and writing.

Critical Reading

Critical reading builds on the basic reading skills expected for college.

College Readers’ Characteristics

• College readers are willing to spend time reflecting on the ideas presented in their reading assignments. They know the time is well-spent to enhance their understanding.
• College readers are able to raise questions while reading. They evaluate and solve problems rather than merely compile a set of facts to be memorized.
• College readers can think logically. They are fact-oriented and can review the facts dispassionately. They base their judgments on ideas and evidence.
• College readers can recognize error in thought and persuasion as well as recognize good arguments.
• College readers are skeptical. They understand that not everything in print is correct. They are diligent in seeking out the truth.

Critical Readers’ Characteristics

• Critical readers are open-minded. They seek alternative views and are open to new ideas that may not necessarily agree with their previous thoughts on a topic. They are willing to reassess their views when new or discordant evidence is introduced and evaluated.
• Critical readers are in touch with their own personal thoughts and ideas about a topic. Excited about learning, they are eager to express their thoughts and opinions.
• Critical readers are able to identify arguments and issues. They are able to ask penetrating and thought-provoking questions to evaluate ideas.
• Critical readers are creative. They see connections between topics and use knowledge from other disciplines to enhance their reading and learning experiences.
• Critical readers develop their own ideas on issues, based on careful analysis and response to others’ ideas.

The video below, although geared toward students studying for the SAT exam (Scholastic Aptitude Test used for many colleges’ admissions), offers a good, quick overview of the concept and practice of critical reading.

Critical Reading & Writing

College reading and writing assignments often ask you to react to, apply, analyze, and synthesize information. In other words, your own informed and reasoned ideas about a subject take on more importance than someone else’s ideas, since the purpose of college reading and writing is to think critically about information.

Critical thinking involves questioning. You ask and answer questions to pursue the “careful and exact evaluation and judgment” that the word “critical” invokes (definition from The American Heritage Dictionary ). The questions simply change depending on your critical purpose. Different critical purposes are detailed in the next pages of this text.

However, here’s a brief preview of the different types of questions you’ll ask and answer in relation to different critical reading and writing purposes.

When you react to a text you ask:

• “What do I think?” and
• “Why do I think this way?”

e.g., If I asked and answered these “reaction” questions about the topic assimilation of immigrants to the U.S. , I might create the following main idea statement, which I could then develop in an essay:  I think that assimilation has both positive and negative effects because, while it makes life easier within the dominant culture, it also implies that the original culture is of lesser value.

When you apply text information you ask:

• “How does this information relate to the real world?”

e.g., If I asked and answered this “application” question about the topic assimilation , I might create the following main idea statement, which I could then develop in an essay:  During the past ten years, a group of recent emigrants has assimilated into the local culture; the process of their assimilation followed certain specific stages.

When you analyze text information you ask:

• “What is the main idea?”
• “What do I want to ‘test’ in the text to see if the main idea is justified?” (supporting ideas, type of information, language), and
• “What pieces of the text relate to my ‘test?'”

e.g., If I asked and answered these “analysis” questions about the topic immigrants to the United States , I might create the following main idea statement, which I could then develop in an essay: Although Lee (2009) states that “segmented assimilation theory asserts that immigrant groups may assimilate into one of many social sectors available in American society, instead of restricting all immigrant groups to adapting into one uniform host society,” other theorists have shown this not to be the case with recent immigrants in certain geographic areas.

When you synthesize information from many texts you ask:

• “What information is similar and different in these texts?,” and
• “What pieces of information fit together to create or support a main idea?”

e.g., If I asked and answered these “synthesis” questions about the topic immigrants to the U.S. , I might create the following main idea statement, which I could then develop by using examples and information from many text articles as evidence to support my idea: Immigrants who came to the United States during the immigration waves in the early to mid 20th century traditionally learned English as the first step toward assimilation, a process that was supported by educators. Now, both immigrant groups and educators are more focused on cultural pluralism than assimilation, as can be seen in educators’ support of bilingual education. However, although bilingual education heightens the child’s reasoning and ability to learn, it may ultimately hinder the child’s sense of security within the dominant culture if that culture does not value cultural pluralism as a whole.

Critical reading involves asking and answering these types of questions in order to find out how the information “works” as opposed to just accepting and presenting the information that you read in a text. Critical writing involves recording your insights into these questions and offering your own interpretation of a concept or issue, based on the meaning you create from those insights.

• Crtical Thinking, Reading, & Writing. Authored by : Susan Oaks, includes material adapted from TheSkillsYouNeed and Reading 100; attributions below. Project : Introduction to College Reading & Writing. License : CC BY-NC: Attribution-NonCommercial
• Critical Thinking. Provided by : TheSkillsYouNeed. Located at : https://www.skillsyouneed.com/ . License : Public Domain: No Known Copyright . License Terms : Quoted from website: The use of material found at skillsyouneed.com is free provided that copyright is acknowledged and a reference or link is included to the page/s where the information was found. Read more at: https://www.skillsyouneed.com/
• The Reading Process. Authored by : Scottsdale Community College Reading Faculty. Provided by : Maricopa Community College. Located at : https://learn.maricopa.edu/courses/904536/files/32966438?module_item_id=7198326 . Project : Reading 100. License : CC BY: Attribution
• image of person thinking with light bulbs saying -idea- around her head. Authored by : Gerd Altmann. Provided by : Pixabay. Located at : https://pixabay.com/photos/light-bulb-idea-think-education-3704027/ . License : CC0: No Rights Reserved
• video What is Critical Reading? SAT Critical Reading Bootcamp #4. Provided by : Reason Prep. Located at : https://www.youtube.com/watch?v=5Hc3hmwnymw . License : Other . License Terms : YouTube video
• image of man smiling and holding a lightbulb. Authored by : africaniscool. Provided by : Pixabay. Located at : https://pixabay.com/photos/man-african-laughing-idea-319282/ . License : CC0: No Rights Reserved

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Critical thinking

Critical reading.

You will select sources and read them in different ways depending on their value to your assignment. For example, you might read to:

• get a general overview of the text by skimming through it
• look for specific information or to understand some core concepts by scanning the text
• examine the text in depth and actively ask questions of the source, in order to understand its relevance and reliability for your own research topic.

The last approach is particularly important for any work you submit for assessment.

You should ask yourself:

• Why am I reading this? Are you reading for a presentation, assignment, pre-reading for a lecture, or for finding ideas?
• What do I want to get out of it? Are you looking for specific facts, a general idea of the content, the author's viewpoint?
• What do I already know?
• How will I know when I have read enough?

Select what and how to read

Usually, you can't read all the texts you find on a topic, or even everything suggested on a long reading list. You need to make choices and be selective.

Opt for quality and not quantity, and choose reliable and current sources. We also recommend that you start with an easy text to give you an overview of the topic.

You could choose one of four main reading strategies. These are:

• Predicting : making an educated guess about what the text is about before you start to read.
• Scanning : looking through the text very quickly to look for keywords.
• Skimming : reading the introduction and the first line of each paragraph to work out what the text is about.
• Intensive reading : reading a short section of text slowly and carefully.

When reading and analysing a source closely, use our set of critical thinking questions (PDF) to help you engage critically.

Spreeder is an online tool useful for skim-reading text whilst still gaining an understanding of the context. You can adjust the number of words presented and reading speed of your text, helping you to improve your reading speed.

Critical Reading: A Step-by-step Guide for Learners

Unlocking the true potential of reading involves more than just scanning words on a page, it’s about developing the skill of critical reading. Picture it as acquiring a special set of tools that allows you to delve beneath the surface of texts, gaining a deeper understanding of their nuances. This essay delves into the significance of critical reading and its transformative impact on how we engage with written material. By exploring the principles and strategies that underpin this skill, we’ll unravel how it equips us to navigate the complexities of written communication, fostering a more profound and insightful reading experience.

1. What is critical reading? 

Critical reading is an advanced form of reading that goes beyond simply understanding the text’s surface meaning. It involves actively and analytically engaging with a piece of writing to evaluate, interpret, and question its content. Critical readers not only comprehend the information but also assess the author’s arguments, identify biases, and evaluate the evidence presented. This approach requires readers to think beyond the literal words on the page and consider the underlying assumptions, perspectives, and implications of the text. 

Critical reading is a skill often honed in academic settings including IELTS, TOEIC, or TOEFL Reading test sections, where individuals are expected to assess the credibility and validity of information, make connections between different texts, and form their own informed opinions based on evidence and reasoning. Developing critical reading skills can enhance one’s ability to think critically and make well-informed decisions across various aspects of life.

2. Why should you read critically? Benefits of critical reading

Critical reading offers numerous benefits that extend beyond mere comprehension of the text. Here are some key reasons why developing critical reading skills is valuable:

2.1. Empowerment in Discussions

Individuals with strong critical reading skills are better equipped to engage in discussions and debates. They can articulate their views, challenge assumptions, and contribute meaningfully to conversations.

2.2. Preparation for academic success

Critical reading is a fundamental reading skills in academia. It prepares students for the demands of higher education by honing their ability to analyze complex texts, a skill vital for success in academic pursuits.

2.3. Effective decision-making

Critical reading helps individuals assess the reliability and validity of information. This skill is crucial in making informed decisions, whether in academic, professional, or personal contexts.

2.4. Identification of bias

Critical readers can identify biases present in a text, allowing them to recognize the author’s perspective and potential limitations. This awareness contributes to a more well-rounded understanding of the subject matter.

2.5. Critical thinking development

Engaging critically with texts encourages the development of critical thinking skills. Readers learn to analyze, evaluate, and synthesize information, fostering a more active and discerning approach to learning.

3. What are critical reading strategies?

Critical reading involves employing specific strategies to actively engage with a text, analyze its content, and form an informed opinion. Here are some key critical reading strategies:

3.1. Questioning

Critical reading begins with the art of questioning. By formulating insightful and probing questions about the text, readers embark on a journey of active exploration. These questions serve as intellectual guideposts, directing attention toward the author’s intentions, the validity of arguments, and the depth of evidence provided. Effective questions might delve into the author’s bias , the reliability of sources, or the underlying assumptions shaping the narrative. This strategy fosters an interactive reading experience, transforming passive absorption into an engaging dialogue with the text. As readers question and seek answers, they not only enhance comprehension but also develop a nuanced understanding of the material.

3.2. Annotating

Annotation, the act of marking up a text with notes, highlights, and comments, is a powerful tool in the critical reader’s arsenal. As one reads, actively engaging with the material through annotation reinforces comprehension and facilitates later review. Annotations can take various forms, from underlining key concepts to jotting down personal reflections or questions in the margins. This strategy transforms the act of reading into a dynamic, participatory process, as the reader interacts with the text, leaving a tangible trail of insights. In essence, annotation is a personalized dialogue between the reader and the author, allowing for a deeper connection and a more profound grasp of the material.

3.3. Identifying the main idea

At the heart of critical reading lies the ability to discern the main idea or central theme of a text. This foundational strategy requires readers to sift through the details and distill the core message. Identifying the main idea serves as a compass, guiding readers through the author’s narrative intent and highlighting the overarching purpose of the text. By grasping the essence of the material, readers gain clarity on the author’s primary argument and can navigate the intricate web of supporting details with greater ease. This strategy not only enhances comprehension but also empowers readers to engage in thoughtful analysis, recognizing the significance of each element about the broader narrative.

3.4. Considering the source

In the realm of critical reading, evaluating the source is a paramount strategy. Readers must assess the credibility, authority, and potential biases inherent in the authorship and publication. Considering the source involves scrutinizing the author’s qualifications, the reputation of the publication, and any potential agendas that might shape the information presented. This discerning approach ensures that readers engage with material that is not only informative but also reliable. By contextualizing the source within the broader landscape of knowledge, readers can make informed judgments about the trustworthiness of the information, enhancing the depth and quality of their critical reading.

3.5. Making connections

Critical reading transcends the mere absorption of information; it involves actively connecting the text to one’s existing knowledge and experiences. Making connections bridges the gap between new information and the reader’s mental schema, fostering a holistic understanding. Whether drawing parallels to personal experiences, relating concepts to previously learned material, or recognizing patterns across diverse disciplines, this strategy enriches comprehension. By integrating new information with pre-existing knowledge, readers not only deepen their understanding but also create a cognitive framework that facilitates retention and application. Making connections is the thread that weaves together the fabric of knowledge, transforming critical reading into a transformative intellectual exercise.

4. How to develop critical reading steps? Step-by-step guide

To help learners develop their critical reading skill, Estudyme suggest a step-by-step guide for you: 

4.1. Step 1: Establish a purpose of reading

Before delving into a text, define your purpose for reading. Whether it’s gaining a general understanding, extracting specific information, or critically analyzing the content, clarifying your objective sets the stage for effective critical reading.

4.2. Step 2: Preview the text

Begin by previewing the text to grasp its structure, headings, and key points. This initial scan provides a roadmap, offering insights into the author’s organization and main ideas. Pay attention to introductory and concluding paragraphs for overarching themes.

4.3. Step 3: Questioning and predicting

Formulate questions about the text based on your preview. What is the author’s main argument? Are there biases or assumptions? Engage in predictive thinking, anticipating the author’s next moves. This step sets the foundation for an active and inquisitive reading approach.

4.4. Step 4: Actively read and annotate

Read the text actively, making annotations as you progress. Highlight key phrases, jot down questions, and record your reactions. Annotation transforms the reading process into a dynamic dialogue, enhancing comprehension and facilitating later review.

4.5. Step 5: Identify the main idea

Discern the main idea or central theme of the text. What is the author trying to convey? Recognizing the primary message provides a focal point for understanding supporting details and evaluating the author’s argument.

4.6. Step 6: Evaluate source credibility

Assess the reliability of the source by considering the author’s qualifications, the publication’s reputation, and potential biases. Critical reading involves discerning not only what is said but also who is saying it and why. This step ensures you engage with trustworthy information.

4.7. Step 7: Make connections

Connect the material to your existing knowledge and experiences. Relate concepts to prior learning, draw parallels to personal experiences, and identify patterns across disciplines. Making connections enriches comprehension and contributes to a holistic understanding.

4.8. Step 8: Reflect and summarize

Pause periodically to reflect on the material. Summarize key points, evaluate the author’s arguments, and assess the overall impact of the text. Reflection solidifies your understanding and allows for deeper engagement with the content.

4.9. Step 9: Engage in critical analysis

Move beyond comprehension to critical analysis. Question the author’s assumptions, consider alternative viewpoints, and assess the soundness of the arguments presented. Critical analysis involves evaluating the text’s strengths, weaknesses, and broader implications.

4.10. Step 10: Synthesize information

Synthesize the information gleaned from the text with your existing knowledge. This step involves integrating new insights into your mental framework, fostering a cohesive understanding of the subject matter. Synthesis is the culmination of critical reading, transforming information into knowledge.

5. Practice critical reading with estudyme.com 

Consistent practice is a vital component in refining one’s reading skills, and Estudyme.com serves as an exceptional platform tailored for this purpose. With an extensive array of diverse reading materials, our online resource provides a systematic approach to augment comprehension, vocabulary, and overall reading proficiency. Immerse yourself in the variety of passages available on Estudyme.com to cultivate a deeper understanding of various topics, styles, and genres.

Moreover, our platform caters not only to learners preparing for standardized tests such as IELTS Reading , TOEIC Reading  but also benefits anyone aiming to elevate their reading abilities. Through meticulously crafted exercises and thoughtfully curated content, Estudyme.com becomes an invaluable companion on the journey to mastering the art of effective reading. Therefore, delve into the wealth of resources, establish specific goals, and let us be your guide toward a more refined and confident reading experience.

To conclude, critical reading is like a journey that transforms how we interact with words. It’s not just for academics; it’s a lifelong skill that makes us more curious and expands our understanding of the world. As we get better at critical reading, we not only figure out what a text is saying but also tap into our own thinking skills. It’s a kind of superpower that guides us toward a more enlightened and thoughtful relationship with everything we read. If you are planning to obtain an English language certificate , start practicing now with estudyme.com!

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Eight Instructional Strategies for Promoting Critical Thinking

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(This is the first post in a three-part series.)

The new question-of-the-week is:

What is critical thinking and how can we integrate it into the classroom?

This three-part series will explore what critical thinking is, if it can be specifically taught and, if so, how can teachers do so in their classrooms.

Today’s guests are Dara Laws Savage, Patrick Brown, Meg Riordan, Ph.D., and Dr. PJ Caposey. Dara, Patrick, and Meg were also guests on my 10-minute BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also be interested in The Best Resources On Teaching & Learning Critical Thinking In The Classroom .

Current Events

Dara Laws Savage is an English teacher at the Early College High School at Delaware State University, where she serves as a teacher and instructional coach and lead mentor. Dara has been teaching for 25 years (career preparation, English, photography, yearbook, newspaper, and graphic design) and has presented nationally on project-based learning and technology integration:

There is so much going on right now and there is an overload of information for us to process. Did you ever stop to think how our students are processing current events? They see news feeds, hear news reports, and scan photos and posts, but are they truly thinking about what they are hearing and seeing?

I tell my students that my job is not to give them answers but to teach them how to think about what they read and hear. So what is critical thinking and how can we integrate it into the classroom? There are just as many definitions of critical thinking as there are people trying to define it. However, the Critical Think Consortium focuses on the tools to create a thinking-based classroom rather than a definition: “Shape the climate to support thinking, create opportunities for thinking, build capacity to think, provide guidance to inform thinking.” Using these four criteria and pairing them with current events, teachers easily create learning spaces that thrive on thinking and keep students engaged.

One successful technique I use is the FIRE Write. Students are given a quote, a paragraph, an excerpt, or a photo from the headlines. Students are asked to F ocus and respond to the selection for three minutes. Next, students are asked to I dentify a phrase or section of the photo and write for two minutes. Third, students are asked to R eframe their response around a specific word, phrase, or section within their previous selection. Finally, students E xchange their thoughts with a classmate. Within the exchange, students also talk about how the selection connects to what we are covering in class.

There was a controversial Pepsi ad in 2017 involving Kylie Jenner and a protest with a police presence. The imagery in the photo was strikingly similar to a photo that went viral with a young lady standing opposite a police line. Using that image from a current event engaged my students and gave them the opportunity to critically think about events of the time.

Here are the two photos and a student response:

F - Focus on both photos and respond for three minutes

In the first picture, you see a strong and courageous black female, bravely standing in front of two officers in protest. She is risking her life to do so. Iesha Evans is simply proving to the world she does NOT mean less because she is black … and yet officers are there to stop her. She did not step down. In the picture below, you see Kendall Jenner handing a police officer a Pepsi. Maybe this wouldn’t be a big deal, except this was Pepsi’s weak, pathetic, and outrageous excuse of a commercial that belittles the whole movement of people fighting for their lives.

I - Identify a word or phrase, underline it, then write about it for two minutes

A white, privileged female in place of a fighting black woman was asking for trouble. A struggle we are continuously fighting every day, and they make a mockery of it. “I know what will work! Here Mr. Police Officer! Drink some Pepsi!” As if. Pepsi made a fool of themselves, and now their already dwindling fan base continues to ever shrink smaller.

R - Reframe your thoughts by choosing a different word, then write about that for one minute

You don’t know privilege until it’s gone. You don’t know privilege while it’s there—but you can and will be made accountable and aware. Don’t use it for evil. You are not stupid. Use it to do something. Kendall could’ve NOT done the commercial. Kendall could’ve released another commercial standing behind a black woman. Anything!

Exchange - Remember to discuss how this connects to our school song project and our previous discussions?

This connects two ways - 1) We want to convey a strong message. Be powerful. Show who we are. And Pepsi definitely tried. … Which leads to the second connection. 2) Not mess up and offend anyone, as had the one alma mater had been linked to black minstrels. We want to be amazing, but we have to be smart and careful and make sure we include everyone who goes to our school and everyone who may go to our school.

As a final step, students read and annotate the full article and compare it to their initial response.

Using current events and critical-thinking strategies like FIRE writing helps create a learning space where thinking is the goal rather than a score on a multiple-choice assessment. Critical-thinking skills can cross over to any of students’ other courses and into life outside the classroom. After all, we as teachers want to help the whole student be successful, and critical thinking is an important part of navigating life after they leave our classrooms.

‘Before-Explore-Explain’

Patrick Brown is the executive director of STEM and CTE for the Fort Zumwalt school district in Missouri and an experienced educator and author :

Planning for critical thinking focuses on teaching the most crucial science concepts, practices, and logical-thinking skills as well as the best use of instructional time. One way to ensure that lessons maintain a focus on critical thinking is to focus on the instructional sequence used to teach.

Explore-before-explain teaching is all about promoting critical thinking for learners to better prepare students for the reality of their world. What having an explore-before-explain mindset means is that in our planning, we prioritize giving students firsthand experiences with data, allow students to construct evidence-based claims that focus on conceptual understanding, and challenge students to discuss and think about the why behind phenomena.

Just think of the critical thinking that has to occur for students to construct a scientific claim. 1) They need the opportunity to collect data, analyze it, and determine how to make sense of what the data may mean. 2) With data in hand, students can begin thinking about the validity and reliability of their experience and information collected. 3) They can consider what differences, if any, they might have if they completed the investigation again. 4) They can scrutinize outlying data points for they may be an artifact of a true difference that merits further exploration of a misstep in the procedure, measuring device, or measurement. All of these intellectual activities help them form more robust understanding and are evidence of their critical thinking.

In explore-before-explain teaching, all of these hard critical-thinking tasks come before teacher explanations of content. Whether we use discovery experiences, problem-based learning, and or inquiry-based activities, strategies that are geared toward helping students construct understanding promote critical thinking because students learn content by doing the practices valued in the field to generate knowledge.

An Issue of Equity

Meg Riordan, Ph.D., is the chief learning officer at The Possible Project, an out-of-school program that collaborates with youth to build entrepreneurial skills and mindsets and provides pathways to careers and long-term economic prosperity. She has been in the field of education for over 25 years as a middle and high school teacher, school coach, college professor, regional director of N.Y.C. Outward Bound Schools, and director of external research with EL Education:

Although critical thinking often defies straightforward definition, most in the education field agree it consists of several components: reasoning, problem-solving, and decisionmaking, plus analysis and evaluation of information, such that multiple sides of an issue can be explored. It also includes dispositions and “the willingness to apply critical-thinking principles, rather than fall back on existing unexamined beliefs, or simply believe what you’re told by authority figures.”

Despite variation in definitions, critical thinking is nonetheless promoted as an essential outcome of students’ learning—we want to see students and adults demonstrate it across all fields, professions, and in their personal lives. Yet there is simultaneously a rationing of opportunities in schools for students of color, students from under-resourced communities, and other historically marginalized groups to deeply learn and practice critical thinking.

For example, many of our most underserved students often spend class time filling out worksheets, promoting high compliance but low engagement, inquiry, critical thinking, or creation of new ideas. At a time in our world when college and careers are critical for participation in society and the global, knowledge-based economy, far too many students struggle within classrooms and schools that reinforce low-expectations and inequity.

If educators aim to prepare all students for an ever-evolving marketplace and develop skills that will be valued no matter what tomorrow’s jobs are, then we must move critical thinking to the forefront of classroom experiences. And educators must design learning to cultivate it.

So, what does that really look like?

Unpack and define critical thinking

To understand critical thinking, educators need to first unpack and define its components. What exactly are we looking for when we speak about reasoning or exploring multiple perspectives on an issue? How does problem-solving show up in English, math, science, art, or other disciplines—and how is it assessed? At Two Rivers, an EL Education school, the faculty identified five constructs of critical thinking, defined each, and created rubrics to generate a shared picture of quality for teachers and students. The rubrics were then adapted across grade levels to indicate students’ learning progressions.

At Avenues World School, critical thinking is one of the Avenues World Elements and is an enduring outcome embedded in students’ early experiences through 12th grade. For instance, a kindergarten student may be expected to “identify cause and effect in familiar contexts,” while an 8th grader should demonstrate the ability to “seek out sufficient evidence before accepting a claim as true,” “identify bias in claims and evidence,” and “reconsider strongly held points of view in light of new evidence.”

When faculty and students embrace a common vision of what critical thinking looks and sounds like and how it is assessed, educators can then explicitly design learning experiences that call for students to employ critical-thinking skills. This kind of work must occur across all schools and programs, especially those serving large numbers of students of color. As Linda Darling-Hammond asserts , “Schools that serve large numbers of students of color are least likely to offer the kind of curriculum needed to ... help students attain the [critical-thinking] skills needed in a knowledge work economy. ”

So, what can it look like to create those kinds of learning experiences?

Designing experiences for critical thinking

After defining a shared understanding of “what” critical thinking is and “how” it shows up across multiple disciplines and grade levels, it is essential to create learning experiences that impel students to cultivate, practice, and apply these skills. There are several levers that offer pathways for teachers to promote critical thinking in lessons:

1.Choose Compelling Topics: Keep it relevant

A key Common Core State Standard asks for students to “write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.” That might not sound exciting or culturally relevant. But a learning experience designed for a 12th grade humanities class engaged learners in a compelling topic— policing in America —to analyze and evaluate multiple texts (including primary sources) and share the reasoning for their perspectives through discussion and writing. Students grappled with ideas and their beliefs and employed deep critical-thinking skills to develop arguments for their claims. Embedding critical-thinking skills in curriculum that students care about and connect with can ignite powerful learning experiences.

2. Make Local Connections: Keep it real

At The Possible Project , an out-of-school-time program designed to promote entrepreneurial skills and mindsets, students in a recent summer online program (modified from in-person due to COVID-19) explored the impact of COVID-19 on their communities and local BIPOC-owned businesses. They learned interviewing skills through a partnership with Everyday Boston , conducted virtual interviews with entrepreneurs, evaluated information from their interviews and local data, and examined their previously held beliefs. They created blog posts and videos to reflect on their learning and consider how their mindsets had changed as a result of the experience. In this way, we can design powerful community-based learning and invite students into productive struggle with multiple perspectives.

3. Create Authentic Projects: Keep it rigorous

At Big Picture Learning schools, students engage in internship-based learning experiences as a central part of their schooling. Their school-based adviser and internship-based mentor support them in developing real-world projects that promote deeper learning and critical-thinking skills. Such authentic experiences teach “young people to be thinkers, to be curious, to get from curiosity to creation … and it helps students design a learning experience that answers their questions, [providing an] opportunity to communicate it to a larger audience—a major indicator of postsecondary success.” Even in a remote environment, we can design projects that ask more of students than rote memorization and that spark critical thinking.

Our call to action is this: As educators, we need to make opportunities for critical thinking available not only to the affluent or those fortunate enough to be placed in advanced courses. The tools are available, let’s use them. Let’s interrogate our current curriculum and design learning experiences that engage all students in real, relevant, and rigorous experiences that require critical thinking and prepare them for promising postsecondary pathways.

Critical Thinking & Student Engagement

Dr. PJ Caposey is an award-winning educator, keynote speaker, consultant, and author of seven books who currently serves as the superintendent of schools for the award-winning Meridian CUSD 223 in northwest Illinois. You can find PJ on most social-media platforms as MCUSDSupe:

When I start my keynote on student engagement, I invite two people up on stage and give them each five paper balls to shoot at a garbage can also conveniently placed on stage. Contestant One shoots their shot, and the audience gives approval. Four out of 5 is a heckuva score. Then just before Contestant Two shoots, I blindfold them and start moving the garbage can back and forth. I usually try to ensure that they can at least make one of their shots. Nobody is successful in this unfair environment.

I thank them and send them back to their seats and then explain that this little activity was akin to student engagement. While we all know we want student engagement, we are shooting at different targets. More importantly, for teachers, it is near impossible for them to hit a target that is moving and that they cannot see.

Within the world of education and particularly as educational leaders, we have failed to simplify what student engagement looks like, and it is impossible to define or articulate what student engagement looks like if we cannot clearly articulate what critical thinking is and looks like in a classroom. Because, simply, without critical thought, there is no engagement.

The good news here is that critical thought has been defined and placed into taxonomies for decades already. This is not something new and not something that needs to be redefined. I am a Bloom’s person, but there is nothing wrong with DOK or some of the other taxonomies, either. To be precise, I am a huge fan of Daggett’s Rigor and Relevance Framework. I have used that as a core element of my practice for years, and it has shaped who I am as an instructional leader.

So, in order to explain critical thought, a teacher or a leader must familiarize themselves with these tried and true taxonomies. Easy, right? Yes, sort of. The issue is not understanding what critical thought is; it is the ability to integrate it into the classrooms. In order to do so, there are a four key steps every educator must take.

• Integrating critical thought/rigor into a lesson does not happen by chance, it happens by design. Planning for critical thought and engagement is much different from planning for a traditional lesson. In order to plan for kids to think critically, you have to provide a base of knowledge and excellent prompts to allow them to explore their own thinking in order to analyze, evaluate, or synthesize information.
• SIDE NOTE – Bloom’s verbs are a great way to start when writing objectives, but true planning will take you deeper than this.

QUESTIONING

• If the questions and prompts given in a classroom have correct answers or if the teacher ends up answering their own questions, the lesson will lack critical thought and rigor.
• Script five questions forcing higher-order thought prior to every lesson. Experienced teachers may not feel they need this, but it helps to create an effective habit.
• If lessons are rigorous and assessments are not, students will do well on their assessments, and that may not be an accurate representation of the knowledge and skills they have mastered. If lessons are easy and assessments are rigorous, the exact opposite will happen. When deciding to increase critical thought, it must happen in all three phases of the game: planning, instruction, and assessment.

TALK TIME / CONTROL

• To increase rigor, the teacher must DO LESS. This feels counterintuitive but is accurate. Rigorous lessons involving tons of critical thought must allow for students to work on their own, collaborate with peers, and connect their ideas. This cannot happen in a silent room except for the teacher talking. In order to increase rigor, decrease talk time and become comfortable with less control. Asking questions and giving prompts that lead to no true correct answer also means less control. This is a tough ask for some teachers. Explained differently, if you assign one assignment and get 30 very similar products, you have most likely assigned a low-rigor recipe. If you assign one assignment and get multiple varied products, then the students have had a chance to think deeply, and you have successfully integrated critical thought into your classroom.

Thanks to Dara, Patrick, Meg, and PJ for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

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You can also contact me on Twitter at @Larryferlazzo .

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• Virtual Learning

How to Encourage Critical Thinking Skills While Reading: Effective Strategies

Encouraging critical thinking skills while reading is essential to children’s cognitive development. Critical thinking enables them to engage deeply with a topic or a book, fostering a better understanding of the material. It is a skill that does not develop overnight but can be nurtured through various strategies and experiences.

One effective way to cultivate critical thinking in children is by sharing quality books with them and participating in discussions that facilitate an exchange of ideas and opinions. Through these conversations, children can draw on their existing knowledge, problem-solving abilities, and experiences to expand their understanding of a subject.

Parents and teachers help kids think more deeply about things. They can do this by answering questions that help kids compare different ideas, look at things from different angles, guess what might happen, and develop new solutions.

Importance of Critical Thinking Skills in Reading

Critical thinking helps us understand what we read better. It helps us ask questions and think more deeply about the text. Critical thinking skills can help us analyze, evaluate, and understand what we read.

By incorporating critical thinking, readers can differentiate between facts and opinions, forming their views based on logical reasoning and evidence. This ability is particularly crucial in today’s information abundance, where readers are often exposed to biased or unreliable content. According to Critical Thinking Secrets , using critical thinking in reading allows learners to exercise their judgment in assessing the credibility of the information.

Furthermore, critical thinking promotes creativity and problem-solving skills. Practicing critical thinking allows learners to devise new and innovative ideas to address various challenges. This skill improves academic performance and prepares young minds for future professional endeavors.

Engaging with quality books and participating in thought-provoking discussions can nurture critical thinking abilities in children. Reading Rockets emphasizes the importance of exposing children to texts that challenge their thinking and encourage them to ask questions, fostering the development of critical thinking skills over time.

Teachers also play a significant role in promoting critical thinking in the classroom. Employing various instructional strategies, such as problem-based learning, asking open-ended questions, and providing opportunities for group discussions, can help students cultivate critical thinking habits.

Developing a Reading Environment That Fosters Critical Thinking

Creating a reading environment that promotes critical thinking enables students to engage with texts more deeply and develop essential analytical skills. The following sub-sections outline strategies for choosing thought-provoking materials and encouraging open discussions.

Choosing Thought-Provoking Materials

Selecting suitable reading materials is critical to stimulating critical thinking among students. Teachers should look for texts that:

• Are relevant and relatable to students’ lives and interests
• Present various perspectives and diverse characters
• Pose challenging questions and open-ended problems

By incorporating such texts into the classroom, students can be exposed to new ideas and viewpoints, promoting critical thinking and engagement with the material. For instance, in Eight Instructional Strategies for Promoting Critical Thinking , teachers are advised to choose compelling topics and maintain relevance to foster critical thinking

Encouraging Open Discussions

Fostering an environment where open discussions occur is essential to promoting critical thinking skills while reading. Teachers should:

• Create a culture of inquiry by posing open-ended questions and encouraging students to form opinions and debates
• Facilitate discussions by asking students to explain their thinking processes and share their interpretations of the text
• Respect all opinions and viewpoints, emphasizing that the goal is to learn from each other rather than reach a “correct” answer

Students who feel comfortable participating in discussions are more likely to develop critical thinking skills. The Reading Rockets emphasizes the importance of reading together and engaging in conversations to nurture critical thinking in children.

Active Reading Strategies

Active reading is an essential skill for encouraging critical thinking skills while reading. This involves consciously engaging with the material and connecting with what you know or have read before. This section discusses key strategies that can help you become an active reader.

Annotating and Note-Taking

Annotating the text and taking notes as you read allows you to engage with the material on a deeper level. This process of actively engaging with the text helps you to analyze and retain information more effectively. As you read, it is important to make marginal notes or comments to highlight key points and draw connections between different sections of the material.

Asking Questions While Reading

One important aspect of critical reading is questioning the material. This means not taking everything you read at face value and considering the author’s interpretation and opinion . As you read, develop the habit of asking questions throughout the process, such as:

• What is the author’s main argument?
• What evidence supports this argument?
• How is the information presented in a logical manner?
• What are the possible opposing viewpoints?

By asking questions, you can better understand the author’s viewpoint and the evidence presented, which helps to develop your critical thinking skills.

Summarizing and Paraphrasing

Summarizing and paraphrasing are essential skills for critical reading. Summarizing the material allows you to condense key points and process the information more easily. Paraphrasing, or rephrasing the ideas in your own words, not only helps you better understand the material, but also ensures that you’re accurately interpreting the author’s ideas.

Both summarizing and paraphrasing can enhance your critical thinking skills by compelling you to analyze the text and identify the main ideas and supporting evidence. This way, you can make informed judgments about the content, making your reading more purposeful and engaging.

Developing critical thinking skills while reading literature involves a comprehensive understanding of various literary devices. This section highlights three primary aspects of literary analysis: Recognizing Themes and Patterns, Analyzing Characters and Their Motivations, and Evaluating the Author’s Intent and Perspective.

Recognizing Themes and Patterns

One way to foster critical thinking is through recognizing themes and patterns in the text. Encourage students to identify recurring themes, symbols, and motifs as they read. Additionally, examining the relationships between different elements in the story can help create connections and analyze the overall meaning.

For example, in a story about the struggles of growing up, students might notice patterns in the protagonist’s journey, such as recurring conflicts or milestones. By contemplating these patterns, learners can engage in deeper analysis and interpretation of the text.

Analyzing Characters and Their Motivations

Character analysis is an essential aspect of literary analysis, as understanding characters’ motivations can lead to a thorough comprehension of the narrative. Encourage students to analyze the motives behind each character’s actions, focusing on the factors that drive their decisions.

For instance, in a novel where two characters have differing goals, have students consider why these goals differ and how the characters’ motivations impact the story’s outcome. This exploration can lead to thought-provoking discussions about human behavior, facilitating the development of critical thinking skills.

Evaluating the Author’s Intent and Perspective

Critical thinking is essential to evaluating the author’s intent and perspective. This process involves deciphering the underlying message or purpose of the text and analyzing how the author’s experiences or beliefs may have influenced their writing.

One strategy for accomplishing this is to examine the historical or cultural context in which the work was written. By considering the author’s background, students can better understand the ideas or arguments presented in the text.

For example, if reading a novel set during a significant historical period, like the Civil Rights Movement, understanding the author’s experience can help students analyze narrative elements, enhancing their critical thinking abilities.

Methods to Encourage Critical Thinking Beyond Reading

While reading is essential to developing critical thinking skills, it can be further enhanced by incorporating certain activities in daily routines that promote critical thinking.

Debates and Group Discussions

Debates and group discussions are excellent methods for encouraging critical thinking. By participating in debates or discussions, learners exchange diverse ideas, challenge each other’s reasoning, and evaluate the strength of their arguments. These activities require participants to think and respond quickly, synthesize information, and analyze multiple perspectives.

Teachers and parents can facilitate debates and group discussions by selecting topics that are relevant and related to the subject matter. Promoting respectful dialogue and modeling effective listening skills are also important aspects of setting up successful debates or discussions.

Exploring Other Media Formats

In addition to reading, exploring other media formats like documentaries, podcasts, and videos can help stimulate critical thinking in learners. Different mediums present information in unique ways, providing learners with various perspectives and fostering a more comprehensive understanding of the topic.

Using diverse media formats, individuals can compare and contrast information, question what they know, and further develop their analytical skills. It is essential that educators and parents encourage learners to explore these formats critically, assessing the credibility of the sources and ensuring accuracy in the information consumed.

Assessing Progress and Providing Feedback

Developing critical thinking skills while reading requires continuous assessment and feedback. Monitoring students’ progress in this area and providing constructive feedback can help ensure development and success.

Setting Measurable Goals

Establishing clear, measurable goals for critical thinking is vital for both students and educators. These goals should be specific, achievable, and time-bound. To effectively assess progress, consider using a variety of assessments, such as:

• Classroom discussions
• Reflective writing assignments
• Group projects
• Individual presentations

These different assessment methods can help determine if students are reaching their critical thinking goals and guide educators in adjusting their instruction as needed.

Providing Constructive Feedback

Constructive feedback is essential for students to improve their critical thinking skills. When providing feedback, consider the following guidelines:

• Be specific and focused on the critical thinking aspects of students’ work
• Link feedback directly to the established goals and criteria
• Encourage self-assessment and reflection
• Highlight strengths and areas for improvement
• Offer realistic suggestions for improvement

By implementing these strategies, educators can ensure that students receive the necessary support and guidance to develop their critical thinking skills while reading.

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Critical Reading Strategies

Reading effectively requires approaching texts with a critical eye : evaluating what you read for not just what it says, but how and why it says it. Effective reading is central to both effective research (when you evaluate sources) and effective writing (when you understand how what you read is written, you can work to incorporate those techniques into your own writing). Being an effective reader also means being able to evaluate your own practices, working to develop your critical reading skills.

Identify What You Are Reading For

• Knowing why you are reading a given text can help you organize both your reading and how you can use what you read.
• Before you read a text, ask and answer the following kinds of questions: Are you reading only for general content? For data? For specific information or for general thematic concern? For arguments that support or contest your thesis in a writing assignment? For information that you know you will need for an assignment, or for information to get you thinking about what you will need?

Allow Enough Time to Read, and Take Your Time

• Reading critically is not a fast process. Many students do not set aside enough study time for reading (and rereading), and read everything either too quickly or at the same speed. If you know what you are reading for, you can better distinguish information that can be skimmed from that which should be more closely examined, and make better use of your reading time.
• Preview or survey the text before reading begins, looking for clues related to its purpose, its relevance, its difficulty, and how it connects with ideas or information you already know.
• Be willing to struggle with the text in order to understand it – but do not get hung up on single, tough details in first readings. Rather, hold confusing passages in mental suspension, and continue to read with the idea that what seems difficult to understand now may be cleared up as you go along.

Remember that Re-reading is a Part of Effective, Critical Reading

• Just as having more than one conversation with another person leads to closer understanding, conducting a number of readings leads to a richer and more meaningful relationship with, and understanding of, a text.
• If your first reading is for basic information and evaluation, subsequent readings can take on different levels of focus (on style and tone, on details, on examples, or intellectual or ideological tradition, etc.).
• In re-reading, work to separate parts of arguments (e.g., thesis idea, evidence, preview, counterarguments) and to understand how these parts work to support the author’s thesis.

Ask Yourself If You Can Explain Both “What the Text Says” and “What the Text Does.”

• In other words, can you both provide a summary of key claims and theses and understand its purpose, what this text seeks to do (to report or state facts, to challenge a certain idea, to persuade, to open up new inquires, etc.?)
• Keep in mind that all texts filter reality – distort, persuade, and arrive at different conclusions – and that all texts are trying to change your view in some way.

Attempt to Understand How Each Writer’s Background and Purposes Influence  What They Write

• Reading a text critically requires that you ask questions about the writer’s authority and agenda. You may need to put yourself in the author’s shoes and recognize that those shoes fit a certain way of thinking.
• Work to determine and understand an author’s context, purpose, and intended audience.

Work to Understand Your Own Strategies and to Improve Them

• Ask yourself questions about how you read: Do I read too slowly or too quickly? Do I tend to lose my focus? Can I scan key information or main ideas?
• Consider the characteristics of effective reading above in relation to those practices and strategies you already use, to get a sense of your current reading strategies and how they might be improved.

Teaching Critical Reading with Questioning Strategies

Sparking starter questions, becoming sidekicks, from curious to suspicious readers.

• Why did grave robbers sometimes steal the mummy?
• Why are step pyramids called step pyramids?
• I wonder why the people blamed the pharaohs for angering the gods.
• What are some other ways…
• What if you…
• Can you imagine…
• If … , then…
• Would you consider explaining more what the narrator is thinking?
• I am wondering if the narrator gets in trouble a lot, and how often?
• Did you consider adding another character? Two fat house cats doing this would be funnier.
• Type I questions seek to understand information from the reading.
• Type II questions cause the reader to analyze, critically examine, and appraise the information presented by recognizing what is missing or only implied.
• Type III questions judge the author's position or formulate an alternative—or even contrary—hypothesis.
• Do you believe that the death of a beautiful woman is the most tragic thing a poet can write about?
• You say you wrote "The Raven" in a step-by-step procedure. Do you think all poets work this way? Do they have to follow your approach?
• You say _____, but what about _____ ?
• You imply ______, but ______ ?
• Are you saying that _____ ? If so,______ ?
• Why don't you mention ______ ?
• Didn't you consider ______ ?
• If what you say is true, what about ______ ?
• What you say is interesting, but I think that ______.

Bloom, B. S. (1956). (Ed.) Taxonomy of educational objectives: The classification of educational goals . Chicago: Susan Fauer Company.

Ciardello, A. V. (2007). Puzzle them first: Motivating adolescent readers with question finding . Newark, DE: International Reading Association.

Duke, N., & Pearson, P. D. (2002). Effective practices for developing reading comprehension: What research has to say about reading (3rd ed.). Newark, DE: International Reading Association.

Lewin, L. (2006) Reading response that really matters . New York: Scholastic.

Raphael, T., Highfield, K., & Au, K. (2006) QAR Now: A powerful and practical framework that develops comprehension and higher-level thinking in all students . New York: Scholastic.

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Best Reading Comprehension Strategies for Middle School Students

Does your child often struggle with reading comprehension in school?

This can affect their grades, as well as their self-esteem. If your child is finding it hard to absorb the contents of their texts in class, they may need a few extra reading tactics.

These can help them digest materials and enjoy reading more. When they enjoy reading more, they’ll naturally improve their reading comprehension.

To find out which reading comprehension strategies for middle school can help your child, keep reading.

Active Reading

Active reading means becoming an engaged participant in the reading process rather than a passive observer. Encourage middle school readers to interact with the text actively.

Encourage them to underline key points, highlight important sentences, and jot down notes or questions in the margins. This process helps students not only keep information but also better comprehend the material.

When students actively engage with a text, it’s as if they’re having a conversation with the author. This interaction leads to a deeper understanding of the content. This fosters a more thoughtful and critical approach to reading.

Previewing the Text

Before delving into a text, students should preview it by examining the title, subheadings, and any bold or italicized words. This initial scan gives them an idea of what the text is all about. It’s like getting a sneak peek before watching a movie – it helps them prepare mentally and activate their prior knowledge.

As your middle school student previews the text, encourage them to think about what they already know related to the topic. This helps them make connections and gives them a head start in understanding the new material. Think of it as setting the stage for the main performance, making the reading experience smoother and more enjoyable.

Asking Questions

Asking questions while reading is a powerful strategy for enhancing comprehension. Teach them to inquire about the who, what, when, where, why, and how aspects of the text. These questions help guide their thinking and promote critical examination of the material.

When your child asks questions while reading, they’re actively seeking answers and engaging with the text. These queries can be as simple as “Who is the main character?” or “Why did the author say that?” By doing so, they’re actively exploring the content, leading to a deeper understanding.

Vocabulary Building

A strong vocabulary is essential for comprehension. Encourage students to keep a vocabulary journal where they record unfamiliar words and their meanings. This not only enhances their understanding of the current text but also builds a valuable skill for future reading.

Think of vocabulary as the building blocks of comprehension. When your middle schooler encounters a new word, it’s like discovering a new tool in their toolbox. This tool helps them unlock the meaning of the text and expands their ability to understand and communicate effectively.

Summarizing

After reading a section or a chapter, encourage students to summarize what they’ve read in their own words. This forces them to process the information and identify the main ideas and supporting details.

Summarizing helps your middle schooler distill the essential points from the text. It’s like making a condensed version of a long movie into a trailer.

This skill is particularly valuable when studying. It allows students to review the material more efficiently and understand it more thoroughly.

Visualizing

Visualization is a powerful tool for comprehension. Encourage students to create mental images of the scenes or concepts described in the reading. This can make the material more relatable and memorable.

When your middle school student visualizes what they’re reading, it’s like creating a movie in their mind. These mental images bring the text to life and help them connect with the content on a deeper level.

For instance, if they’re reading about a character in a story, they can imagine what that character looks like, where they live, and what they do. This visualization aids in understanding and retention.

Making Connections

Help students make connections between the text and their own experiences, other texts they’ve read, or current events. This enhances comprehension by providing reading context and relevance to the material.

Encourage your middle schooler to think about how the content relates to their own life. This could be as simple as connecting a character’s feelings to their own experiences. Making these connections brings the reading to life and makes it more meaningful.

Encourage students to predict what will happen next in a story or what the author’s main argument will be in an informational text. This keeps them engaged and encourages them to anticipate the direction of the text.

Predicting is like trying to guess the plot of a movie based on the first few scenes. When they do, they become active participants in the narrative. It’s not just about reading words; it’s about making educated guesses and being engaged in the storyline or the author’s argument.

Inferencing

Inferencing is the art of drawing conclusions based on evidence in the text. Middle school students should be taught to identify clues. They can use them to make educated guesses about character motivations, plot developments, or the author’s purpose.

When your child makes inferences while reading, they’re like detectives piecing together a puzzle. They gather clues from the text and use their reasoning skills to make sense of the information.

This not only improves comprehension but also sharpens critical thinking abilities. Reading tutoring can provide extra practice in making inferences, helping students become more adept at this skill. 

Critical Reading

Teach middle school students to read critically. This means analyzing the author’s tone, biases, and the credibility of the information presented. Critical reading promotes a deeper understanding of the text and encourages students to question what they read.

They’re not just accepting everything at face value. They’re evaluating the information and considering the source. This skill empowers them to be effective readers who can separate fact from opinion and identify potential biases.

Effective Reading Comprehension Strategies for Middle School Students

Reading comprehension strategies for middle school can help them excel. By using the strategies discussed, students can become more confident and independent readers.

So, let’s encourage our young learners to practice these strategies and watch them thrive in their reading abilities. Try incorporating these strategies in your classroom today! Please take a look at our blog for more educational articles.

Please take a look at our blog for more educational articles.

This article is published by NYTech in collaboration with Syndication Cloud.

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A guide to early learning: What to know for reading readiness

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The 2024 Reading by 9 guide was created through the generous support of the Ballmer Group . This year’s guide spotlights articles, activities, book recommendations and more for parents and educators of children ages 0-5.

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Dear parents, teachers and educators,

Whether your child is just a few months old or preparing to start kindergarten, you can read to them and build a foundation for future growth and learning. Reading to your young child can teach them about emotions and empathy; it can help enrich their vocabulary, foster learning across languages and prepare them for their school journey.

For 26 years, Reading by 9 has put together an assortment of resources and book recommendations to help parents build their child’s literacy skills. Available in English and Spanish, this year’s literacy guide is filled with research-based advice from local organizations and experts on topics ranging from social-emotional development to bilingual learning .

We hope these resources will help direct you as you embark on a journey through literacy with the child in your life and introduce them to the wonderful world of reading.

Setting a foundation for reading

Learn about the benefits of reading and how you can encourage your child to enjoy it.

These 3 activities can foster your child’s language development before transitional kindergarten

Babies learn new skills everyday. Here’s what to look out for when you read to them.

It’s never too early to read to your child. Use these tips to make it fun.

How literacy can support your baby’s growth.

Literacy is integral to development. Learn how reading can help your child.

Read colorful picture books and limit screen time to enhance your baby’s visual development

How reading allows kids’ mental health to flourish and what you can do to help foster it

Three actions you can take if developmental delays are impacting your baby’s literacy

Your baby is a linguistic dynamo. Here’s how to turbocharge their superpower

Children’s desk, read aloud with your baby.

The Coquíes Still Sing

Los Coquíes Aún Cantan

Book Recommendations

Grumpy Monkey / ¡Está gruñón!

By Suzanne Lang, Max Lang Jim is in a horrible mood and just can’t shake it. His friends make suggestions but Jim can’t handle their kindness and throws a fit. Sometimes everyone just needs a day to feel grumpy. Buy here

Bugs for Lunch / lnsectos para el almuerzo

By Margery Facklam, Sylvia Long Who eats bugs for lunch? Humans, animals and plants all do in this informative book of poems. Satiate your little reader’s quest for all things creepy and crawly with this fun book. Buy here

Diez Deditos / Ten Little Fingers

By José-Luis Orozco, Elisa Kleven Folk songs from many different Spanish-speaking countries grace the pages of this book of action songs. Follow diagrams and music included to delight young readers. Buy here

Freight Train / Tren de carga

By Donald Crews This Caldecott Honor book helps young readers learn their numbers and colors in both English and Spanish. Help young readers with positional language and basic vocabulary using this classic book about trains. Buy here

In My Family / En mi familia

By Carmen Lomas Garza Carmen Lomas Garza’s paintings are described individually in both English and Spanish in this beautiful picture book. Illustrations about community and family are paired with memories about growing up in Kingsville, Texas. Buy here

Let’s Eat! / ¡A comer!

By Pat Mora, Maribel Suarez Written by the founder of the family literacy initiative, Children’s Day, this book depicts a typical day with young children. Build bilingual vocabulary around everyday family activities. Buy here

The Lizard and the Sun / La Lagartija y el Sol

By Alma Flor Ada, Felipe Dávalos After the sun disappears, people and animals are afraid. But a brave lizard refuses to give up until she brings back the light. Buy here

Who Hops? / ¿Quién salta?

By Katie Davis Some animals don’t hop, others can’t crawl. Help your young reader discover how different creatures get around in this silly picture book, available in both English and Spanish. Buy here

I Need a Hug / Necesito un abrazo

By Aaron Blabey A short and silly book about a porcupine in need of a hug (and a snake that just wants a kiss). Each page is translated in both English and Spanish within clear speech bubbles for the reader. Buy here

The Rockstar / La Guitarrista

By Lucky Diaz, Micah Player, Carmen Tafolla A young girl in Los Angeles follows her dreams to become a rockstar, using a broken guitar that she found in the trash. With the help of her community, she repairs and repaints the guitar to look brand new. Fully bilingual edition available May 7, 2024. Buy here

Isabel and her Colores go to School

By Alexandra Alessandri, Courtney Dawson Isabel speaks Spanish. When she goes to school, she has a hard time feeling comfortable because her classmates all speak English. With the help of her colores, she finds that friendship is a universal language. Buy here

Señorita Mariposa

By Ben Gundersheimer, Marcos Almada Rivero Señorita Mariposa makes her flight from the U.S. and Canada down to Mexico. Written in rhymes, some in English, others in Spanish, this book details the trip of the Monarch Butterfly. Read about how she delights the animals and people along her way. Buy here

Literacy Programs

826la - sunset blvd location, 826la - venice blvd. location, access books, children's institute, csun l.a. times literacy center, news literacy project, parentis foundation, reading is fundamental, reading partners, reading to kids, ready, set, read, read to a child, the book foundation, support services, abriendo puertas/opening doors, families forward learning center, hands together, koreatown youth and community center, little by little, mar vista family center preschool, mexican american opportunity foundation, pathways la, plaza de la raza, proyecto pastoral la guarderia, south central lamp, los angeles public library, los angeles county library, orange county public libraries.

This supplement did not involve the editorial or reporting staff of the Los Angeles Times except where noted.

The guide is free to parents, educators and organizations working with children and families. To contact us with comments and questions or to receive more information, email [email protected].

Los Angeles Times Public Affairs manages philanthropy, community engagement and corporate social responsibility at the nation’s largest metropolitan daily news organization. We broaden perspectives, empower storytellers and inspire our community to question and transform the world around them. For more information, visit latimes.com/readingby9 .

Academic Reading and Writing 2

Transitional studies.

An intermediate course designed to develop reading, writing, and critical thinking skills in preparation for TRST advanced English courses. Course hours count as high school credits and can be applied towards the CCSF High School Diploma.

FULLY ONLINE CLASS (on Canvas and Zoom): TRST 2322 is part of CityOnline and has a 16-week schedule. Students complete all classwork and communicate with their teacher and classmates online. Live online meetings take place on Mondays from 6:00 pm - 7:30 pm and require the use of CityZoom, Zoom's web conference platform in Canvas, using an internet enabled device. Coursework will require the use of Canvas. For more information about CityOnline, go to the CityOnline website . For course details, students must check the teacher's website .

Recommended Preparation, ESLN 3780 or TRST 1322