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Philip (2002) believed that critical reading is a deep comprehension of the text. It demands readers to have a basic understanding of the knowledge and the awareness of thehiding ideology in the text. According to Philip, readers should be equipped with the ability tocomprehend the explicit information through the literal meaning of the text.

Chapter III Methodology.............................. 21

3.1 Research Questions.............................21

3.2 Research Participants..................................21

Chapter IV Results and Discussion...................................... 34

4.1 Effects on Reading Comprehension Achievement..........................34

4.1.1 Results and Discussion of the Pre-test..........................34

4.1.2 Results and Discussion of the Post-test............................34

Chapter V Conclusion.............................46

5.1 Major Findings of the Study.............................46

5.2 Implications of the Study............................48

Chapter IV Results and Discussion

4.1 Effects on Reading Comprehension Achievement

4.1.1 Results and Discussion of the Pre-test

To check if there existed any significant differences between the two classes in students’reading ability before the experiment, the Independent T-test was applied to make acomparison between the two classes. The results are shown in Table 4-1. In particular, itshould be noted that EC stands for the experimental class and CC stands for the control class.

Table 4-1 shows that the mean score of EC is 26.20 and the mean score of CC is 25.95.The difference between the means is 0.25 points. These two mean scores are very close.Besides, the value of T is 0.199, df is 78 and sig. (2-tailed) is 0.843, which is much higherthan the standard 0.05. All the data reflects that there is no significant difference betweenthese two classes in students’ reading ability before the experiment. So it can draw aconclusion that EC and CC had a similar level in reading skills before the experiment.

Chapter V Conclusion

5.1 Major Findings of the Study

This study specifically elaborated the experimental process of critical reading teaching ina junior high school and conducted a detailed analysis and discussion of the experimentalresults. Finally, it was found that the application of critical reading teaching in junior highschools effectively cultivated students’ criticality, improved students’ reading ability andacceptance of reading. Therefore, critical reading teaching can be used as an appropriate wayto better satisfy the development of students' critical thinking and reading comprehension.

For a long time, reading teaching has always been the most important class in junior highschool English teaching. Although the curriculum reform has been going on for many years,many teachers can consciously use some reading strategies in the reading clas本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。