Promoting Reading Comprehension Through Critical Thinking: A Consideration of Some Approaches for the Nigerian Senior Secondary Classes.
CHIENYEM E. ONYEWOTU
An interesting distinction has been made between learning to read and reading to learn. It is posited that when students have successfully learned to read only them will they effectively read to learn (Unoh, 1982). In the senior secondary classes, the main focus of this paper, it is assumed that students have already learnt to read and are now
concerned with reading to comprehend and to learn. We are advocating that one important way to get students better what they read is giving them some training in thinking. It is our belief that in teaching reading comprehension, better results would be achieved if teachers directed their attention to this neglected aspect.