critical thinking strategies for reading comprehension

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

Hi, I’m KRISTIN!

I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

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Critical thinking in reading comprehension: fine tuning the simple view of reading.

1. Introduction

2. executive function, 3. critical thinking, 4. belief systems, 5. reading comprehension, 6. conceptual framework, 7. the present study, 8.1. participants, 8.2. assessments, 8.3. encoding, 8.4. vocabulary, 8.5. reading fluency, 8.6. critical thinking, 8.7. listening comprehension, 8.8. silent reading comprehension, 8.9. assessment administration, 9.1. research question 1, 9.2. research question 2, 9.3. research question 3, 10. discussion, 11. conclusions, 11.1. limitations, 11.2. future research, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Paige, D.; Rupley, W.H.; Ziglari, L. Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading. Educ. Sci. 2024 , 14 , 225. https://doi.org/10.3390/educsci14030225

Paige D, Rupley WH, Ziglari L. Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading. Education Sciences . 2024; 14(3):225. https://doi.org/10.3390/educsci14030225

Paige, David, William H. Rupley, and Leily Ziglari. 2024. "Critical Thinking in Reading Comprehension: Fine Tuning the Simple View of Reading" Education Sciences 14, no. 3: 225. https://doi.org/10.3390/educsci14030225

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14 Powerful Reading Comprehension Strategies To Teach Students

When students understand what they read, reading is meaningful and fun.

Comprehension is the goal of reading. If students don’t understand what they read, well, reading is a meaningless activity. The good news: Reading comprehension can be taught, practiced, and mastered. As students become readers, you can teach strategies that students can learn and add to their toolbox.

What is reading comprehension?

Think about reading comprehension as a combination of skills. Students need to get the words off the page ( fluency , word reading) and understand the language they are reading (language structure, knowledge, vocabulary, and reasoning). If a student does not have strong language comprehension skills in particular, they won’t understand what they read, even if their fluency and word reading is strong. Reading comprehension strategies focus on building students’ language comprehension and teach them how to tackle text when they don’t understand. 

Scarborough’s Reading Rope is a way to visualize the skills that go into reading. The top five skills ( background knowledge, vocabulary, language structure, verbal reasoning, and literacy knowledge) become more strategic over time as students learn how to apply strategies to different kinds of text. The bottom three skills (phonological awareness, decoding, and sight recognition) become more automatic as students master each skill.

Learn more: What Is Reading Comprehension? 

Reading Comprehension Strategies

Here are our favorite reading comprehension strategies to help students develop and strengthen their reading comprehension.

1. Establish a purpose for reading

Reading comprehension starts before students open a book. Teach students to set a purpose for reading, weather that’s to enjoy a story or to answer a specific question. Having a purpose helps students focus on the most important information and sift out less important details. 

2. Graphic organizers

Graphic organizers are a tried-and-true strategy. Students can use an organizer that aligns with the text they are reading. So, if they are reading a nonfiction article about an event, they may use a sequencing graphic organizer. If they are reading a section of a textbook, they may use a main idea and detail graphic organizer. The key is to teach students the types of graphic organizers that exist, the type of text each is used for, and how to use each one during reading.

Try it: Free Printable Reading Comprehension Graphic Organizers  

3. Activate background knowledge

The more knowledge students have about a topic, the more they will understand. Prior knowledge includes information about a topic (sharks, weather) and information about how text works (anticipating that the first chapter of a novel will include information about the main character, setting, and problem). It’s not about teaching students all the facts, but teaching them how to reflect on what they know before they read. If they know a lot, they can dive in. If they don’t know much, they may want to preview the text for key words and images to build some background knowledge.

Learn more: What Is Background Knowledge?   ADVERTISEMENT

4. Predict and infer

Making predictions or inferences involves combining multiple pieces of information to either predict or think about what will happen next, or to infer meaning that’s not stated in the text. Teach students to make predictions with a graphic organizer that prompts them to combine information from the text with their own ideas and thinking to predict or infer.  

Try it: Free Printables: Predictions and Inferences

5. Ask and answer questions

Questioning is another proven reading comprehension strategy. When we can ask and answer questions as we read, it means we’re thinking about what we read. Teach students how to question by modeling with a think-aloud. Then, have students jot questions on sticky notes as they read and return to their questions to answer them as they read to build comprehension.

Learn more: Improving Reading Comprehension With Think-Alouds

6. Summarizing

When students can summarize text, they’ve grasped the main points and are able to retell what they learned. One great way to summarize is a book talk , where students summarize a book and try to convince others to read it (or not). 

Another way to support summarizing for fiction text is with a graphic organizer that helps them retell: Somebody … wanted … but … so … then. For nonfiction, use a main idea and details graphic organizer. 

Try it: Free Summarizing Graphic Organizers

7. Visualization

When authors write, they create images and scenes. Even in nonfiction, authors create scenes that we can imagine. Being able to visualize makes reading more interesting (like watching a movie in your head). Teach students to visualize by starting small. Read sentences and have them draw what they see. Then, expand this strategy as you engage students in visualizing scenes.

8. Metacognition

Metacognition means understanding our own thought processes. In reading, this means knowing if we understand what we’re reading, and how to stop and review if we aren’t understanding. Teach students to notice what they’re thinking when they read. Are they asking questions? What do they wonder? Which parts make them laugh? Are there any big surprises in what they read? 

Learn more: What Is Metacognition?

9. Monitoring comprehension

Monitoring comprehension is the process readers use to determine if they understand what they are reading. Have students stop at the end of a paragraph and page and think What did I read? If they can summarize what they read, they go on. If they cannot, they use a fix-up strategy, like rereading the section or looking up vocabulary words. 

10. Making connections

When students make connections, they’re building knowledge. Model and teach three main types of connections:

• Text to self: How does the text connect with your life or experiences? 
• Text to text: How does this part of the text connect to what you read in this text or what you have read in other texts? 
• Text to world: How does what you’re reading connect with what you know? 

Learn more: Using hexagonal thinking

11. Determining importance

Sometimes students get overwhelmed by the amount of information they’re reading. Teach them to calculate the importance of details they read. Students highlight or record the details they read, and then put each through a “funnel” where they think about whether or not it is actually important. Only the most important details make it through the funnel. 

12. Recognizing story structure

Stories have a predictable structure that students can use to comprehend them. Knowing that stories start by explaining the character, setting, and problem can help students anticipate looking for this important information as they get into a story. And knowing that the story will hit a climax before the problem resolves also helps students anticipate the end of the story. Use story map graphic organizers to help improve students’ understanding of narrative by focusing on important information while they’re reading.

Try it: Free Story Map Printable Worksheets

13. Retelling

Retelling is a strategy that involves telling the most important information. Have students do a five-finger retell. They hold their hand up and point to each finger as they explain the characters, setting, events one, two, and three, and the conclusion. Students point to their palm and share an opinion of the story or how the story made them feel. Using this prompt reminds students to include the main aspects of a story.

14. Build vocabulary

The more words a student knows, the more words they can learn, and the deeper they understand what they read. And the more times a student engages with a word, the more likely they are to actually remember and use the word. Teach words using visuals and activities, like creating sentences with vocabulary. And teach students how to engage with words in text. For example, practice reading “around” a word to define it—when students read on their own, they can use the same strategy when they’re stuck on a word.

Try it: Free Printable Vocabulary Worksheet Bundle   

Reading about reading? Check out What Is the Science of 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

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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Reading Comprehension and Critical Thinking Improve Student Outcomes

Over 85% of exemplary schools focused on explicit instruction of comprehension strategies and text structures to address excellence gaps.

How does a focus on Critical Thinking and Reading Comprehension Strategy improve student outcomes?

Reading comprehension is a cornerstone of academic success, playing a crucial role in students' ability to understand, process, and engage with texts. Effective reading comprehension strategies not only enhance students' understanding but also foster critical thinking skills, enabling them to analyze and interpret information more deeply. Educators can significantly improve student outcomes across various subjects by integrating these strategies into the curriculum.

Increase Critical Thinking with Reading Comprehension Strategies offers a detailed approach to embedding comprehension strategies into your teaching practices. This guide emphasizes the importance of understanding text structures and employing targeted strategies to deepen students' engagement with texts. By providing educators with the tools to integrate these strategies into their curriculum, the guide ensures that students understand the material they are reading and interact with it on a deeper level. This deeper engagement with texts is crucial for developing critical thinking skills as students learn to analyze, synthesize, and evaluate information rather than merely memorize it.

Fostering a more profound interaction with reading materials equips students to think critically and achieve higher academic success. As students become more adept at comprehending and interacting with texts, they are better prepared to tackle complex ideas and concepts across all subjects. This enhanced comprehension ability not only improves their performance in specific reading-related tasks but also contributes to their overall academic growth. By mastering these comprehension strategies, students gain the confidence and skills needed to excel in their studies, paving the way for future educational and career opportunities.

Reading Comprehension Strategies - Key Takeaways

Enhanced text engagement.

Equip students with the skills to think critically about texts, enabling them to engage more deeply with the material and develop a greater appreciation for reading. By fostering a love for reading, students are more likely to become lifelong learners, continuously seeking knowledge and improving their critical thinking abilities.

Effective Strategies

Discover and implement proven methods for integrating reading comprehension strategies into every lesson, ensuring that students build strong reading and analytical skills. These strategies are designed to be flexible and scalable, making them suitable for both individual and group activities, and adaptable to different grade levels.

Improved Comprehension

Help students expand their ability to understand and interact with texts through targeted comprehension practices, leading to better academic performance and a deeper understanding of content. Enhanced comprehension skills also contribute to students' overall cognitive development, aiding in their ability to make connections between different pieces of information and apply their knowledge in real-world contexts.

Comprehensive Toolkit

Gain access to a wide range of tools that help seamlessly incorporate text structures and comprehension strategies across all subjects, thereby enhancing critical thinking. This toolkit provides practical resources and techniques that can be easily adapted to suit various learning environments and student needs.

With the right strategies and tools, your students will thrive. Gain practical insights, effective strategies, and an adaptable roadmap for improving reading comprehension for all students through the dynamic integration of text structures across the curriculum.

PD and Professional Learning Options

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Schedule a day of Professional Learning at your school. Onsite training with one of our experts provides opportunities for educators to expand their knowledge, refine teaching techniques, and stay up-to-date with the latest curriculum and instruction innovations. By investing in professional learning, your school can cultivate a culture of continuous learning, enhance teacher effectiveness, and ultimately improve student outcomes.

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Contact us today to explore how Increase Critical Thinking with Reading Comprehension Strategies can help meet the needs of all students. Let's work together to enhance critical thinking and empower every student to thrive academically!

Increase Critical Thinking Series

If you're exploring ways to transform your teaching methods and enrich the learning experience, don't stop at the Increase Critical Thinking with Reading Comprehension Strategies ! Venture further into our Increase Critical Thinking Professional Learning Series , each uniquely designed to cater to different aspects of teaching and learning.

• Choosing Effective Vocabulary
• How to Fill a Page (When You Have Nothing to Say)
• Resources – Books
• Critical Thinking and Reading Skills
• Key Terms and the Inference Continuum
• Bad Inferences – Fallacies and Biases
• Application: Inferences and History
• An Aside: Strong Inferences vs. Ghosts
• Eight Types of Evidence – Strengths and Weaknesses
• Bad Evidence – Fallacies and Poor Appeals
• Value Conflicts and Key Terms
• Tragic Application of Values
• Common Value Systems
• Fallacies and a Few Fun Techniques
• Donna Hicks’s Essential Elements of Dignity
• Fundamental Needs
• Mapping Classroom Culture – Support and Humiliation
• The Dignity Pledge
• Separation and Segregation
• Stripping Away Resources and Protections
• Violence and Intimidation
• Murder and Elimination
• Toxic Mythologies and Deep Narratives
• Scapegoating and Conspiracy Theories
• Caricature and Stereotypes
• Denial and Willful Ignorance
• Conclusion and FAQs

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Article contents

Effective strategies for improving reading comprehension.

• Meenakshi Gajria Meenakshi Gajria St. Thomas Aquinas College
•  and  Athena Lentini McAlenney Athena Lentini McAlenney St. Thomas Aquinas College
• https://doi.org/10.1093/acrefore/9780190264093.013.1225
• Published online: 27 October 2020

Reading comprehension, or the ability to extract information accurately from reading narrative or content area textbooks, is critical for school success. Many students identified with learning disabilities struggle with comprehending or acquiring knowledge from text despite adequate word-recognition skills. These students experience greater difficulty as they move from elementary to middle school where the focus shifts from “learning to read” to “reading to learn.” Although the group of students with learning disabilities vary with respect to their challenges in reading, some general characteristics of this group include problems identifying central ideas of a text, including its relationship to supporting ideas, differentiating between important and unimportant details, asking questions, drawing inferences, creating a summary, and recalling textual ideas. Typically, these students are passive readers that do not spontaneously employ task appropriate cognitive strategies nor monitor their ongoing understanding of the text, resulting in limited understanding of both narrative and expository texts. An evidence-based approach to comprehension instruction is centered on teaching students the cognitive strategies used by proficient readers. Within the framework of reading comprehension, the goal of cognitive strategies is to teach students to actively engage with the text, to make connections with it and their prior knowledge, so that learning becomes more purposeful, deliberate, and self-regulated.

Texts differ in the level of challenge that they present to students. Narrative texts are generally simpler to read as these are based on a temporal sequence of events and have a predictable story structure. In contrast, expository texts, such as social studies and science, can be particularly demanding as there are multiple and complex text structures based on the relationship of ideas about a particular concept or topic. Using principles of explicit instruction, all learners, including students with learning disabilities and English language learners, can be taught cognitive strategies that have been proven effective for increasing reading comprehension. Early research focused on the instruction in a single cognitive strategy to promote reading comprehension such as identifying story grammar elements and story mapping for narrative texts and identifying the main idea, summarizing, and text structure for expository texts. Later researchers embedded a metacognitive component, such as self-monitoring with a specific cognitive strategy, and also developed multicomponent reading packages, such as reciprocal teaching, that integrated the use of several cognitive strategies. Instruction in cognitive and metacognitive strategies is a promising approach for students with learning disabilities to support their independent use of reading comprehension strategies and for promoting academic achievement across content areas and grade levels.

• reading comprehension
• story grammar
• story mapping
• summarization
• text structure
• multicomponent
• cognitive strategies

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date: 25 August 2024

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Critical Thinking for Reading Comprehension

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Critical Thinking, Language Arts

•  Award Winner

Supercharge reading comprehension and analysis skills with this 64-page language arts resource designed for ages 7-11. Critical Thinking for Reading Comprehension teaches the identification and evaluation of text and image-based evidence using short, high-interest activities. In simple, understandable terms, 'Critical Thinking' is the identification and evaluation of evidence to guide decision-making. The activities in this book diverge from traditional reading comprehension exercises, emphasizing the development of critical thinking through "low read" excerpts that require careful reading and analysis to identify supporting evidence and solutions. After just a few activities, most students will come to understand the importance of reading for understanding and evidence-based decision-making. Students will develop vital life skills while enjoying the fun of uncovering the right answers. To maximize the learning experience, teachers should work through the first few activities with students and encourage students to describe their evidence and rationale for each answer. This approach builds confidence and reinforces the significance of critical thinking in making decisions, setting students up for success. Embark on an enriching journey that will empower young minds to excel!

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Upper Elementary, Middle School, and High School English Language Arts

Reading Comprehension Strategies

Save hours of prep., differentiated texts., high interest reading passages..

• Enhancing reading Comprehension Skills
• Foster Active Reading and Critical Thinking
• Embrace 21st-century Learning Reading Passages

Detailed Lesson Plan + Answers

Worksheets work with any text, multi-grade reading passages, youtube video lesson, editable slideshow lesson, teachers like you love using these reading comprehension strategy resources.

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Interrogating Texts

• Reading Strategies

Rogier van der Weyden, 1399 -1464. Altarpiece fragment, Mary Magdalene reading. National Gallery (Great Britain). Available through   A rt STOR

Workshop of Rogier van der Weyden. St. Ivo reading, ca.1450. National Gallery (Great Britain). Available through   ArtSTOR

Max Beckmann (1884-1950). Reclining Woman Reading, with Irises (192 3). Oil on canvas. Private collection. Image available in  HOLLIS

H onore  Daumier (1808-1879). Reader (1863). Oil on wood.  University of California, San Diego.  Image available in   ARTStor

Young Man Reading a Book (c.1570-1574). Attributed to Mirza 'Ali (c.1510-1576). Ink, opaque watercolor and gold on paper. Aga Khan Museum, Toronto, Ontario, Canada. Image available in HOLLIS

Ms. Richardson 5, fol. 66v Book of Hours, England, ca. 1420. Houghton Library. Image linked from HOLLIS

Pencil drawing of reader in Farnsworth Room [originally in Widener Library] / E. E. Johnson, March 20, 1917 [Farnsworth Room Scrapbooks, v.1]. image available in HOLLIS

Thinking-Intensive Reading

Critical reading--active engagement and interaction with texts--is essential to your academic success at Harvard, and to your intellectual growth.  Research has shown that students who read deliberately retain more information and retain it longer.

Your college reading assignments will probably be more substantial and more sophisticated than those you are used to from high school. The amount of reading will almost certainly be greater.  College students rarely have the luxury of successive re-readings of material, however, given the pace of life in and out of the classroom. 

So how should you approach reading in this new environment?

While the strategies described below are (for the sake of clarity) listed sequentially, you typically do most of them simultaneously. If you're used to doing little more than moving your eyes across the page, they may feel awkward at first, and you may have to deploy them consciously.  But

But as they become habits, you'll notice the differences -- both in what you “see” in a course reading, and in the confidence with which you approach your texts.

Look “around” the text before you start reading. 

Previewing enables you to develop a set of expectations about the scope and aim of the text.  These very preliminary impressions offer you a way to focus your reading. 

You’ve probably engaged in one version of previewing in the past, when you’ve tried to determine how long an assigned reading is (and how much time and energy, as a result, it will demand from you).  But you can learn a great deal more about the organization and purpose of a text by taking note of features other than its length. For instance:

• What does the presence of headnotes , an  abstrac t, or other  prefatory materia l  tell you?
• Is the author known to you already?  If so, how does their  reputation   or  credentials (like an institutional affiliation)   influence your perception of what you are about to read?

If an author is unfamiliar or unknown in an essay collection, does an editor introduce them (by supplying brief biographical information, an assessment of the author’s work, concerns, and importance)?

Texts demand different things of you as you read, so whenever you can, register the type of information you’re presented with. 

• How does the disposition or  layout of a text  prepare you for reading? Is the material broken into parts--subtopics, sections, or the like?  Are there long and unbroken blocks of text or smaller paragraphs or “chunks” and what does this suggest?  How might the identified parts of a text guide you toward understanding the line of inquiry or the arc of the argument that's being made?
• Does the text seem to be arranged according to certain conventions of discourse ? Newspaper articles, for instance, have characteristics that you will recognize, including "easy" language. Textbooks and scholarly essays are organized quite differently. 

2. Annotate

Annotating puts you actively and immediately in a "dialogue” with an author and the issues and ideas you encounter in a written text. .

It's also a way to have an ongoing conversation with yourself as you move through the text and to record what that encounter was like for you. Here's how to make your reading thinking-intensive from start to finish:

• Throw away your highlighter : Highlighting can seem like an active reading strategy, but it can actually distract from the business of learning and dilute your comprehension.  Those bright yellow lines you put on a printed page one day can seem strangely cryptic the next, unless you have a method for remembering why they were important to you at another moment in time.  Pen or pencil will allow you to do more to a text you have to wrestle with.  
• Mark up the margins of your text with words and phrases : the   ideas that occur to you, notes about things that seem important to you, reminders of how issues in a text may connect with class discussion or course themes. This kind of interaction keeps you conscious of the reasons you are reading as well as the purposes your instructor has in mind. Later in the term, when you are reviewing for a test or project, your marginalia will be useful memory triggers.
• Develop your own symbol system : asterisk (*) a key idea, for example, or use an exclamation point (!) for the surprising, absurd, bizarre.  Your personalized set of hieroglyphs allow you to capture the important -- and often fleeting -- insights that occur to you as you're reading.  Like notes in your margins, they'll prove indispensable when you return to a text in search of that perfect passage to use in a paper, or when you are preparing for a big exam.  
• Get in the habit of hearing yourself ask questions: “What does this mean?” “Why is the writer drawing that conclusion?” “Why am I being asked to read this text?” etc. 

Write the questions down (in your margins, at the beginning or end of the reading, in a notebook, or elsewhere. They are reminders of the unfinished business you still have with a text: something to ask during class discussion, or to come to terms with on your own, once you’ve had a chance to digest the material further or have done other course reading.

3. Outline, Summarize, and Analyze

The best way to determine that you’ve really gotten the point is to be able to state it in your own words. take the information apart, look at its parts, and then, put it back together again in language that is meaningful to you. three ways to proceed: .

Outlining  the argument of a text is a version of annotating, and can be done quite informally in the margins of the text, unless you prefer the more formal Roman numeral model you may have learned in high school.  Outlining enables you to see the skeleton of an argument: the thesis, the first point and evidence (and so on), through the conclusion. With weighty or difficult readings, that skeleton may not be obvious until you go looking for it.

Summarizing  accomplishes something similar, but in sentence and paragraph form, and with the connections between ideas made explicit.

Analyzing  adds an evaluative component to the summarizing process—it requires you not just to restate main ideas, but also to test the logic, credibility, and emotional impact of an argument.  In analyzing a text, you reflect upon and decide how effectively (or poorly) its argument has been made.  Questions to ask:

• What is the writer asserting?
• What am I being asked to believe or accept? Facts? Opinions? Some mixture?
• What reasons or evidence does the author supply to convince me? Where is the strongest or most effective evidence the author offers  -- and why is it compelling?
• Is there any place in the text where the reasoning breaks down?  Are there things that do not make sense,  conclusions that are drawn prematurely, moments where the writer undermines their purposes?

4. Look for repetitions and patterns

The way language is chosen, used, and positioned in a text can be an important indication of what an author considers crucial and what they expect you to glean from their argument.  .

Language choices can also alert you to ideological positions, hidden agendas or biases.   Be watching for:

• Recurring images
• Repeated words, phrases, types of examples, or illustrations
• Consistent ways of characterizing people, events, or issues

5. Contextualize

Once you’ve finished reading actively and annotating it,   consider the text from the multiple perspectives..

When you contextualize, you essentially "re-view" a text you've encountered, acknowledging how it is framed by its historical, cultural, material, or intellectual circumstances. Do these factors change, complicate, explain, deepen or otherwise influence how you view a piece? 

Also view the reading through the lens of your own experience. Your understanding of the words on the page and their significance is always shaped by what you have come to know and value from living in a particular time and place.

6. Compare and Contrast

Set course readings against each other to determine their relationships (hidden or explicit)..

• At what point in the term does this reading come?  Why that point, do you imagine?
• How does it contribute to the main concepts and themes of the course? 
• How does it compare (or contrast) to the ideas presented by texts that come before it?  Does it continue a trend, shift direction, or expand the focus of previous readings?
• How has your thinking been altered by this reading, or how has it affected your response to the issues and themes of the course?

Susan Gilroy , Librarian for Undergraduate Writing Programs, Lamont Library 

PDF version

Interrogating texts [2 page printable]

• Last Updated: Jul 30, 2024 6:26 AM
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Franz Kafka Reading Comprehension Worksheet

Subject: English

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

16 August 2024

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This Franz Kafka Reading Comprehension Worksheet is a meticulously crafted resource aimed at developing a multitude of critical thinking and analytical skills. With a wide array of stimulating exercises, this worksheet is meticulously designed to enhance comprehension abilities such as word meaning, inference, summarising, analysis and evaluation, content evaluation, structure comprehension, retrieval skills, prediction, explanation, exploration, as well as comparison and synthesis skills.

Please note that the PDF download is not editable.

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Authors Resource Bundle A mix of research and comprehension worksheets Covers the following Authors Mark Haddon Roald Dahl Franz Kafka J.K Rowling F.Scott Fitzgerald Robert Frost William Blake Harper Lee John Keats Carol Ann Duffy Lord Byron Nick Hornby Mary Shelley William Shakespeare John Steinbeck

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In TeachTales, kids become the authors of their own learning adventure. With every story they read or create, they'll improve their reading comprehension and critical thinking skills. Kids will love: • Creating their own personalized stories based on their interests and choices • Watching their reading skills grow with every story they complete • Exploring a vast library of AI-generated content tailored to their reading level • Challenging themselves with engaging comprehension questions and quizzes Parents will love: • An engaging platform that makes reading fun and interactive • Personalized content that adapts to each child's reading level and interests • Comprehensive tracking of reading progress and comprehension skills (coming soon!) • A safe, ad-free environment designed by educators and AI experts The app's innovative AI technology generates unlimited, age-appropriate content, ensuring there's always a new tale to explore. From choosing their own adventure to answering thought-provoking questions, the educational journey in TeachTales is as unique as each young reader. The app's adaptive learning system ensures that each child progresses at their own pace, constantly challenging them within their "productive struggle" zone. Behind the scenes, our sophisticated AI algorithms craft stories and questions that align with educational standards while keeping the content fresh and exciting. Parents can easily track their child's reading progress and celebrate their growing skills. Built for young readers, TeachTales is the perfect blend of education and entertainment. Start your child's reading adventure today and watch their love for stories grow!

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Critical Thinking AI in Cybersecurity: A Stretch or a Possibility? Critical Thinking AI in Cybersecurity: A Stretch or a Possibility?

It might still sound far-fetched to say AI can develop critical thinking skills and help us make decisions in the cybersecurity industry. But we're not far off.

August 21, 2024

Will artificial intelligence ever think for us? In 2024, when AI is still in somewhat of an early stage, this might be a loaded question. In cybersecurity, the technology doesn't go beyond automating repetitive tasks, leaving security teams to do the decision-making bit. However, AI's impressive growth in the past two years inevitably makes us wonder if, soon enough, it will be used for critical thinking activities in the sector.

This question becomes even more pressing as hackers increasingly use AI to build better, more sophisticated attacks. And, as KPMG posits, the industry must  use AI to fight AI . If the industry wishes to be a step ahead of malicious actors, it must also elevate the technology to fight fire with fire. So, security teams must train their AI models to be smarter than their hacker counterparts, nearing critical thinking levels to outsmart attacks.

While AI's possibilities seem limitless and AI cyberattacks are a pressing matter, we can't get ahead of ourselves. There are many improvements yet to be made, and it's up to the cybersecurity industry to channel its development in the correct path. Where should the industry concentrate its efforts so AI can eventually aid in critical thinking tasks?

Let's explore the current state of AI technology in cybersecurity, the obstacles facing its development, and what leaders can do to get it closer to a critical thinking stage.

What's the Current State of AI In Cybersecurity?

In the larger scope, we are still attempting to build trustworthy AI that can generate accurate answers without hallucinations (which have proven to be extremely harmful to cybersecurity). In the cybersecurity industry, it's helping chief information security officers (CISOs) streamline workflows and forensics examine cyberattack incidents. It also provides valuable insights into new attack vectors.

Needless to say, when we talk about critical thinking technology, its purpose will be to aid humans in making decisions that require more than a yes or no answer and to go beyond the current logic we give it — analyzing angles, forecasting outcomes, and suggesting favorable choices.

For example, let's say a company receives a convincing phishing email that appears to be from their CEO requesting an urgent wire transfer of a large sum of money. Traditional AI would simply analyze keywords in the email and sender address. If they match the CEO's information, the transfer could be flagged as legitimate but not necessarily verified.

On the other hand, critical thinking AI would analyze the email content, verify the request, identify anomalies, and cross reference data. This could mean the AI directly contacts the CEO to confirm he made the request, alert security teams about suspicious activities, and check on the CEO's calendar to see if he was even available at the time the email was sent.

AI never makes any vital choices in this scenario because the complexities of our lives, work, and decisions involve numerous little factors that it may not fully comprehend, at least for now. However, it does assess more data points than traditional AI, and becomes more resourceful on its own accord. Ultimately, humans should monitor and confirm its decisions before anything else is done.

This constant vigilance is crucial, especially considering the ongoing arms race with cybercriminals:  93% of leaders already expect  daily AI-powered cyberattacks. While the technology is being used to strengthen and secure systems, malicious actors have also found ways to refine their attacks and outsmart cybersecurity protocols — meaning leaders must keep pushing the boundaries of AI to keep platforms safe.

What Are the Most Pressing Obstacles to Building Smarter AI?

It's clear there is a long road ahead to achieving an AI tool we can trust with decision-making in the cybersecurity world. We must start by addressing some major pain points in how we implement the technology right now, like lack of context, data sharing, and unforeseen incidents.

AI is built on large language models (LLM) that can process vast amounts of data, but we might fail to give it a crucial piece of information: context. AI systems often lack the detailed understanding of personal and organizational specifics needed to make accurate choices that reflect a company and its members, leading to potential misjudgments. By giving it company, industry, and more task-specific context, it can begin to arrive at more well-rounded conclusions.

Explaining the "why" will empower AI to discern the best choices in given situations.

Lastly, the technology requires an extreme level of accuracy in terms of its algorithms, data quality, and prompt specificity to achieve the desired outcome. This means training data and algorithms must be optimized continuously, and prompt engineering must be taught to all users.

What Steps Can Cybersecurity Leaders Take to Refine AI?

To fully harness AI's potential while maintaining security, there must be a way to safely provide AI with the necessary context and information. One approach is to create secure and controlled methods for feeding relevant data to AI systems, ensuring they understand the specific goals, context, and security priorities of an organization. For example, automating security scans across attack surfaces can align data with security objectives. Implementing explainable AI  and context and scenario-building training data can also help improve AI's critical thinking.

And, as with anything, AI needs limits if we want to get the most optimal results. These limitations will help reign in the tech, preventing it from going out of scope and performing actions that developers didn't anticipate. This is particularly important when considering AI agents capable of executing specific tasks within the context of LLMs. For example, imagine using AI to transfer money for a mortgage payment but instructing it with a twist: "Don't use my money, use John Doe's." It must be developed to avoid unintended manipulation.

It might still sound wild to say AI can develop critical thinking skills and help us make decisions in the cybersecurity industry. However, we're not too far off, and developing the technology through the right path can help businesses build a smarter and more intuitive tool — going above and beyond automation and monitoring.

About the Author

Nenad Zaric

CEO & Co-founder, Trickest

Nenad Zaric is an offensive security professional with more than 10 years of experience in penetration testing, bug bounty hunting, and security automation. He is the co-founder and CEO of Trickest, a company focused on automated offensive cybersecurity. Before founding Trickest, he found critical vulnerabilities in Fortune 500 companies such as Uber, Snapchat, Spotify, Twitter, and Airbnb.

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