Abstract:

The aim of this research is to determine the impact of critical reading method on the ability of students to understand what they read. In the study, it was used an uneven control group model from semi-experimental patterns. The research work group consists of 8th-class students who are studying in a secondary school in the province of Namıyaman in the 2019-2020 educational year. In the selection of 8th-class students in the study group, there was no special way to match the groups through reflectless assignment, but the participants were noticed to have the same qualifications as possible. The study used the “Critical Reading Success Test (EOBT)” developed by the researcher as a data collection tool. At the beginning and end of the experimental process, the same text was processed and the success test was applied to the experiment and control groups. During the experimental process, three texts, one text per week in the experimental group, were processed by the critical reading method, and the same texts in the control group were processed by the existing reading method. The research finds that there is a significant difference in the benefit of the experiment group between the students of the experiment group processing lessons with the critical reading method and the students of the control group processing lessons with the existing reading method. According to the process of implementation of the critical reading method, the reader who shows the skills and attitudes that are characteristic of critical thinking has achieved meaningful learning and has developed the skills of mental independence. Following this conclusion, in the six text questions prepared for the understanding of the text in the Turkish curriculum books, it was suggested to include questions that will support the development of critical thinking skills, to design activities that support the critical thinking skills in the learning process.

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