Critical Thinking as a Predictor of Reading Comprehension Skills

Abstract

The study explores the relationship between critical thinking and reading comprehension among lower-secondary school students in Slovakia. The theoretical basis suggests that both competencies are closely interconnected and play a crucial role in academic achievement, particularly in language learning contexts. Based on this theoretical assumption, the present research adopts a quantitative correlational design to examine whether students’ critical thinking abilities are associated with their reading comprehension performance. The findings from using a critical thinking questionnaire and a reading comprehension test indicate a meaningful positive relationship between critical thinking and reading comprehension (r = 0.40, p = .002), suggesting that students who demonstrate stronger critical thinking skills tend to achieve better results in reading tasks. The study thus contributes to the growing evidence supporting the integration of higher-order thinking skills into language instruction. It provides empirical support for curricular approaches that align reading with critical literacy development.