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 receive  the  points  of  view  or ideas showed in a text.  It  leads  to  the  situation  that  very  often  students  are  ready  to  accept  any information  from  a  reading  text  but  they  usually  do  not  have  the  opportunity  for performing advanced reading strategies such as analyzing, questioning, distinguishing, evaluating or criticizing based on both the literal interpretation of the text and his/her background knowledge about the themes of their reading texts.  Consequently, students seldom come up with ideas or points of view of their own, read critically or reach evaluative understanding of the text.  
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CHAPTER TWO    literature review 

2.1. What are Reading and the Processes of Reading
We should know what reading is. However, it is difficult to explain it briefly and correctly.  Reading  is  one  of  the  most  vital  language  strategies  that  a  person  has  to acquire  in  his  or  her  life.  This  is  quite  understandable  as  reading  has  always  been related  to  one’s  acquisition  of  knowledge,  maturation  of  thoughts,  innovation, advancement, modernization and so forth.    An  accomplished  reader  has  to  use  a  flexible  repertoire  of  abilities  and  cues  to better  comprehend  reading  texts  and  to  solve  problems  with  vocabulary  and unfamiliar  structures  of  phrases  and  sentences.  In  other  words,  the  reader  has  to confront  with  the  complexity  of  the  texts  he  is  reading,  in  order  to  reach  the accomplished phase, which is certainly quite difficult for second language learners to achieve.   Here we have two examples of definitions of reading. Urquhart & Weir ( 1988:22 ) define reading as follows:  Reading  is  the  process  of  receiving  and  interpreting  information  encoded  in   language form via the medium of print.     Anderson ( 1999:1 ) states:  Reading  is  an  active,  fluent  process  which  involves  the  reader  and  the  reading   materials in building meaning. Meaning does not reside on the printed page, nor   is it only in the reader.     However,  these  two  definitions  seem  very  abstract  because  reading  includes intricate  processes  and  strategies  which  differ  according  to  tasks,  purposes  and language  abilities.  Without  independently  knowing  these  elements,  the  concept  of reading would remain unclear.  
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2.2 The Theoretical Background of Reading Abilities and Critical Reading 
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