Slovenian students’ PISA reading literacy scores show that they mainly learn functional reading at school, whereas their critical reading performance is lower. This article provides a general outline of what distinguishes critical reading significantly from functional reading, and how it is included in instruction in Slovenian as a first language today. This is followed by an analysis of special critical reading strategies that readers can use at the stage of preparation and detailed and interpretive reading, and in evaluating texts and/or their own response. In this regard, critical reading is conceived as a dialogue process, which is why asking questions and finding answers to them are at the forefront. Because differentiating strategies substantiate the need for developing critical reading through the entire process, some educational possibilities are outlined in the conclusion.
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