Critical reading: A redefinition

Abstract

This article reviews the traditional concept of critical reading and then reexamines critical reading by reviewing recent reading theory and research from three areas: schema theory, metacognition, and direct instruction. What is argued is that schema and metacognitive theories have implicitly redefined the construct of critical reading. The major purpose of this article is to make the results of this redefinition process explicit. Based on Implications derived from this redefinition of critical reading, particular attention is given to direct instruction.