CRITICAL THINKING IS AN EXTENSION OF CRITICAL READING

Abstract

This article explores the concept and significance of critical reading as a foundational skill for effective research, academic writing, and lifelong learning. It argues that reading effectively requires more than understanding the surface meaning of a text; it involves evaluating how and why ideas are presented. The discussion clarifies that critical reading does not mean finding fault with an author’s work but engaging actively with the text by questioning arguments, identifying main claims, and examining evidence. The article emphasizes that academic readers must analyze interpretations, recognize bias, and consider alternative viewpoints before forming independent judgments. Furthermore, the text outlines three core dimensions of critical reading: understanding what a text says, what it describes, and what it means. It highlights the importance of paraphrasing key ideas, comparing perspectives, and interpreting deeper implications within disciplinary contexts. The relationship between critical reading and critical thinking is also examined, stressing open-mindedness, rational evaluation, and awareness of personal bias as essential to intellectual growth.