The aim of this research is to determine the effect of critical reading method on students' reading comprehension skills. In the research, a control group model that is not synchronized from semi-experimental designs was used. The study group of the research consists of 8th grade students who attend in a secondary school in Adıyaman in 2019-2020 academic year. In the selection of the 8th grade students in the study group, a special way was not followed for the equalization of the groups through neutral assignment, but attention was paid to the participants having similar qualifications as much as possible. In the research, "Critical Reading Achievement Test (EOBT)" developed by the researcher was used as a data collection tool. At the beginning and end of the experimental process, the same text was studied in the experimental and control groups and success test was carried out. Throughout the experimental process, one text was studied each week in experimental group totally three texts were studied via critical reading method and same texts were studied with the present reading method in the control group. As a result of the research, comparing the students in the experimental group who were taking lessons with critical reading method and the control group students who were taking lessons with the present reading method, it was determined that there was a significant difference on behalf of experimental group students. It is concluded that the reader, who exhibits competencies and attitudes specific to critical thinking based on critical reading, performs meaningful learning and develops mental independence skills. Based on this result, it was recommended to include questions that will support the development of critical thinking skills in the sub-text questions prepared to interpret the texts in Turkish course books and to design activities that support critical thinking skills.
Critical reading, reading comprehension, meaningful learning