The Relationship Between Critical Thinking and Reading Comprehension in Primary School Students
DOI:
https://doi.org/10.5281/zenodo.17112747Ключевые слова:
critical thinking, reading comprehension, primary education, literacy developmentАннотация
The present study examined the relationship between critical thinking and reading comprehension among primary
school students. A total of 120 students (grades 4–6) were assessed using a standardized reading comprehension
test and a validated critical thinking questionnaire. Descriptive statistics, Pearson product–moment correlation, and linear
regression analysis were conducted. Results indicated a moderate, statistically significant correlation between critical
thinking and reading comprehension. Regression analysis revealed that critical thinking significantly predicted reading
comprehension scores, F(1, 118) = 42.39, p < .001, with critical thinking accounting for 26.4% of the variance (R² = .264).
These findings suggest that fostering critical thinking skills may contribute substantially to reading comprehension outcomes
in primary education
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