Examining the instruction of critical reading in secondary schools according to the views of the teachers of Turkish

We live in an age in which there are much easier ways to acquire information. Individuals apply to the ways of acquiring information immediately after mastering reading and writing skills. After books, the Internet and television have also become resources that include all kinds of information we need. However, the accuracy and authenticity of this kind of information may not be certain. In this case, the only way to assess whether or not the information is accurate and authentic is to have the ability of critical thinking. In order to improve critical thinking about reading in the field of teaching Turkish, the procedure of critical reading has been included. Critical reading is a reading form that requires questioning and assessing the information read. Questioning and assessing the information read, and comparing it with the previously acquired information or other resources hinder acquiring inaccurate information. Critical reading was included as a method and technique into the Curriculum of Turkish in Elementary Schools—Revised in 2005. This study was conducted to address the views of teachers of Turkish, pertaining to the instruction of critical reading in secondary schools, and it was a qualitative study. The data in this study were collected through a semi-structured interview form, which consisted of 11 questions. The study group was composed of the teachers of Turkish (n=12), who were serving in the province of Demirci, Manisa during the education year of 2013-2014. In the study, it was concluded that the teachers of Turkish were aware of the main concepts regarding the definition of critical reading but they could not define the critical reading with its all aspects; that the teachers of Turkish considered that critical reading was important; that textbooks, workbooks and guidebooks were all insufficient for critical reading; that the level of acquiring critical reading skills of secondary school students was quite low; that the teachers of Turkish had difficulty in teaching critical reading; and that teacher was an important factor in the field of critical reading. In accordance with this information, it was suggested that textbooks, workbooks and guidebooks must be rearranged according to the concept of critical reading; that in-service training must be provided for teachers of Turkish, regarding critical reading; a separate class must be allocated for critical reading; libraries of secondary schools must be enriched with the books that have different perspectives; and the awareness of parents must be raised about critical reading. Keywords: Critical thinking, critical reading, reading skill, reading methods