Strategies Used to develop Critical reading skills 5 4 3

(MU) (FU) (MU)

1. Ask students to previewing. (Getting an overview of text 1 1 2
structure, text cues, pictures and personal experiences prior to
reading a text)
2. Use skimming technique (finding the thesis) 1 1 1
3. Ask students to look for clues in the text, think about what 1 2 1
those clues trigger in prior knowledge and make a prediction.

4. Ask students to monitor for understanding by checking to 1 1 1

see if the text makes sense.
5. Ask students to write a paragraph or more that presents the 2 1 1
main idea in their own words.
6. Restate and clarify the meaning of a few sentences from 2 1 1
the text.
7. Ask students to combine ideas and information selected 2 1 1
from different texts.
8. Ask students to write questions for every paragraph of texts. 1 1 1

9. Invite students to abstract from their observations, to think 2 1 1

about the implication of their ideas, and to generate these
ideas across a range of specific contexts.
10. Use writing assignments with specific tasks or goals 1 3
focusing on a particular kind of thinking or reflection.
11. The teacher introduces tasks and ask students to question 3 2
what they read or listen to.
12. The teacher encourages students to investigate deeper 1 2 1
meanings and identify assumptions and weaknesses.
13. The teacher asks students to reconsider and respond to 2 2 1
the statements that emerge from their classroom.
14. The teacher encourages students to solve a problem. 2 2 1
15. The teacher includes activities that foster collaborative 3 2
learning.
16. The teacher provides topics and enough time for students 3 2
to discuss.
17. The teacher gives students the opportunity to create their 1 3 1
materials themselves.
18. The teacher introduces the goals and objectives of the 1 4
lesson clearly.
19. The teacher gives students the opportunity to reflect on 1 2 2
the topics.
20. The teacher provides feedback and allows students to 2 2 1
reflect on their self-understanding and development.
31 33 20
 2 1 Total
(SU) (NU)
1
5

2 5
1
5

1
4

1
5

1
5

1
5

1 1
5

1
5

1
5

1
5

5
 5

5 8
 Strategies Used to develop 5 4 3 2 1
Critical reading skills
(MU) (FU) (MU) (SU) (NU)
1. Ask students to previewing. 5 4 6 0 1
(Getting an overview of text
structure, text cues, pictures
and personal experiences
prior to reading a text)

2. Use skimming technique 5 4 3 0 2

(finding the thesis)
3. Ask students to look for 5 8 3 2 0
clues in the text, think about
what those clues trigger in
prior knowledge and make a
prediction.
4. Ask students to monitor for 5 4 3 0 1
understanding by checking to
see if the text makes sense.

5. Ask students to write a 10 4 3 0 1

paragraph or more that
presents the main idea in
their own words.
6. Restate and clarify the 10 4 3 2 0
meaning of a few sentences
from the text.

7. Ask students to combine 10 4 3 2 0

ideas and information
selected from different texts.
8. Ask students to write 5 4 3 2 1
questions for every paragraph
of texts.

9. Invite students to abstract 10 4 3 2 0

from their observations, to
think about the implication of
their ideas, and to generate
these ideas across a range of
specific contexts.
10. Use writing assignments 5 0 9 0 1
with specific tasks or goals
focusing on a particular kind
of thinking or reflection.
11. The teacher introduces 15 8 0 0 0
tasks and ask students to
question what they read or
listen to.
12. The teacher encourages 5 8 3 0 1
students to investigate deeper
meanings and identify
assumptions and
weaknesses.

13. The teacher asks 10 8 3 0 0

students to reconsider and
respond to the statements
that emerge from their
classroom.
14. The teacher encourages 10 8 3 0 0
students to solve a problem.
15. The teacher includes 15 8 0 0 0
activities that foster
collaborative learning.
16. The teacher provides 15 8 0 0 0
topics and enough time for
students to discuss.
17. The teacher gives 5 12 3 0 0
students the opportunity to
create their materials
themselves.
18. The teacher introduces 5 16 0 0 0
the goals and objectives of
the lesson clearly.

19. The teacher gives 5 8 6 0 0

students the opportunity to
reflect on the topics.
20. The teacher provides 10 8 3 0 0
feedback and allows students
to reflect on their self-
understanding and
development.
Weighted Mean Description Rank

3.2 Moderately used 7

2.8 Moderately used 9

3.6 frequently used 5

2.6 slightly used 10

3.6 frequently used 5

3.8 frequently used 4

3.8 frequently used 4

3 Moderately used 8

3.8 frequently used 4

3 Moderately used 8

4.6 mostly used 1

3.4 Moderately used 6

4.2 frequently used 2

4.2 frequently used 2

4.6 mostly used 1

4.6 mostly used 1

4 frequently used 3

4.2 frequently used 2

3.8 frequently used 4

4.2 frequently used 2

 Strategies Used to develop 5 4 3 2 1
Critical reading skills
(MU) (FU) (MU) (SU) (NU)
1. Ask students to previewing. 5×1 =5 4×1=4 3×2=6 2×0=0 1×1=1
(Getting an overview of text
structure, text cues, pictures
and personal experiences
prior to reading a text)

2. Use skimming technique 5×1 =5 4×1=4 3×1=3 2×0=0 1×2=2

(finding the thesis)
3. Ask students to look for 5×1 =5 4×2=8 3×1=3 2×1=1 1×0=0
clues in the text, think about
what those clues trigger in
prior knowledge and make a
prediction.
4. Ask students to monitor for 5×1=5 4×1=4 3×1=3 2×0=0 1×1=1
understanding by checking to
see if the text makes sense.

5. Ask students to write a 5×2=10 4×1=4 3×1=3 2×0=0 1×1=1

paragraph or more that
presents the main idea in
their own words.
6. Restate and clarify the 5×2=10 4×1=4 3×1=3 2×1=1 1×0=0
meaning of a few sentences
from the text.

7. Ask students to combine 5×2=10 4×1=4 3×1=3 2×1=1 1×0=0

ideas and information
selected from different texts.
8. Ask students to write 5×1=5 4×1=4 3×1=3 2×1=1 1×1=1
questions for every paragraph
of texts.

9. Invite students to abstract 5×2=10 4×1=4 3×1=3 2×1=2 1×1=1

from their observations, to
think about the implication of
their ideas, and to generate
these ideas across a range of
specific contexts.
10. Use writing assignments 5×1=5 4×0=0 3×3=9 2×0=0 1×1=1
with specific tasks or goals
focusing on a particular kind
of thinking or reflection.
11. The teacher introduces 5×3=15 4×2=8 3×0=0 2×0=0 1×0=0
tasks and ask students to
question what they read or
listen to.
12. The teacher encourages 5×1=5 4×2=8 3×1=3 2×0=0 1×1=1
students to investigate deeper
meanings and identify
assumptions and
weaknesses.

13. The teacher asks 5×2=10 4×2=8 3×1=3 2×0=0 1×0=0

students to reconsider and
respond to the statements
that emerge from their
classroom.
14. The teacher encourages 5×2=10 4×2=8 3×1=3 2×0=0 1×0=0
students to solve a problem.
15. The teacher includes 5×3=15 4×2=8 3×0=0 2×0=0 1×0=0
activities that foster
collaborative learning.
16. The teacher provides 5×3=15 4×2=8 3×0=0 2×0=0 1×0=0
topics and enough time for
students to discuss.
17. The teacher gives 5×1 =5 4×3=12 3×0=0 2×0=0 1×0=0
students the opportunity to
create their materials
themselves.
18. The teacher introduces 5×1 =5 4×4=16 3×0=0 2×0=0 1×0=0
the goals and objectives of
the lesson clearly.

19. The teacher gives 5×1 =5 4×2=8 3×2=6 2×0=0 1×0=0

students the opportunity to
reflect on the topics.
20. The teacher provides 5×2=10 4×2=8 3×1=3 2×0=0 1×0=0
feedback and allows students
to reflect on their self-
understanding and
development.
 Weighted Mean Description Rank

(5+4+6+0+1)÷5=3.2 Moderately used 7

(5+4+3+0+2)÷5=2.8 Moderately used 9

(5+8+3+1+0)÷5=3.6 frequently used 5

(5+4+3+0+1)÷5=2.6 slightly used 10

(10+4+3+0+1)÷5=3.6 frequently used 5

(10+4+3+1+0)÷5=3.8 frequently used 4

(10+4+3+1+0)÷5=3.8 frequently used 4

(5+4+3+1+1)÷5=3 Moderately used 8

(10+4+3+2+1)÷5=3.8 frequently used 4

 (5+0+9+0+1)÷5=3 Moderately used 8

(15+8+0+0+0)÷5=4.6 mostly used 1

(5+8+3+0+1)÷5=3.4 Moderately used 6

(10+8+3+0+0)÷5=4.2 frequently used 2

(10+8+3+0+0)÷5=4.2 frequently used 2

(15+8+0+0+0)÷5=4.6 mostly used 1

(15+8+0+0+0)÷5=4.6 mostly used 1

(5+12+0+0+0)÷5=4 frequently used 3

(5+16+0+0+0)÷5=4.2 frequently used 2

(5+8+6+0+0)÷5=3.8 frequently used 4

(10+8+3+0+0)÷5=4.2 frequently used 2

 Strategies Used to develop Critical Reading Skills 5 4

(HE) (E)
1. Ask students to previewing. (Getting an overview of 16+18+18=52 28+19+21=68
text structure, text cues, pictures and personal
experiences prior to reading a text)

2. Use skimming technique (finding the thesis) 9+6+8=23 31+21+5=57

3. Ask students to look for clues in the text, think about 16+16+14=46 25+20+22=67
what those clues trigger in prior knowledge and make a
prediction.

4. Ask students to monitor for understanding by 17+23+12=52 25+12+26=63

checking to see if the text makes sense.
5. Ask students to write a paragraph or more that 17+19+18=54 20+13+15=48
presents the main idea in their own words.

6. Restate and clarify the meaning of a few sentences 18+23+16=57 26+11+22=59

from the text.
7. Ask students to combine ideas and information 15+10+10=35 24+21+25=70
selected from different texts.

8. Ask students to write questions for every paragraph 10+4+9=23 19+14+18=51

of texts.
9. Invite students to abstract from their observations, to 9+20+13=42 26+17+22=65
think about the implication of their ideas, and to
generate these ideas across a range of specific
contexts.

10. Use writing assignments with specific tasks or goals 14+21+15=50 29+15+18=62
focusing on a particular kind of thinking or reflection.

11. The teacher introduces tasks and ask students to 17+22+19=58 25+12+16=53
question what they read or listen to.

12. The teacher encourages students to investigate 18+21+10=49 20+14+23=57

deeper meanings and identify assumptions and
weaknesses.
13. The teacher asks students to reconsider and 12+15+15=42 28+21+15=64
respond to the statements that emerge from their
classroom.
14. The teacher encourages students to solve a 18+21+19=58 22+10+14=46
problem.
15. The teacher includes activities that foster 21+20+15=56 19+17+22=58
collaborative learning.

16. The teacher provides topics and enough time for 34+29+18=81 8+9+16=33
students to discuss.
17. The teacher gives students the opportunity to 17+25+18=60 25+11+19=55
create their materials themselves.
18. The teacher introduces the goals and objectives of 28+30+20=78 15+10+13=38
the lesson clearly.
19. The teacher gives students the opportunity to reflect 25+25+20=70 19+12+17=48
on the topics.

20. The teacher provides feedback and allows students 25+29+23=77 18+9+10=37
to reflect on their self-understanding and development.
 3 2 1 Total

(ME) (LE) (IE)

1+1+1=3 0+0+0=0 0+2+0=2

5+9+7=21 0+3+0=3 0+1+0=1

4+2+4=10 0+0+0=0 0+2+0=2

3+5+0=8 0+0+2=2 0+0+0=0

7+4+7=18 1+1+0=2 0+3+0=3

1+4+2=7 0+0+0=0 0+2+0=2

5+5+6=16 1+2+1=4 0+0+0=0

16+20+12=48 0+0+3=3 0+0+0=0

10+3+2=15 0+0+0=0 0+3+0=3

2+3+5=10 0+1+2=3 0+0+0=0

3+5+4=12 0+0+1=1 0+1+0=1

6+4+7=17 1+1+0=2 0+0+0=0

5+4+8=17 0+1+1=2 0+0+0=0

5+7+7=19 0+0+0=0 0+2+0=2

4+3+2=9 1+0+1=2 0+0+0=0

3+1+5=9 0+0+1=1 0+1+0=1

3+3+3=9 0+1+0=1 0+0+0=0

2+0+7=9 0+0+0=0 0+0+0=0

1+3+3=7 0+0+0=0 0+0+0=0

2+2+5=9 0+0+2=2 0+0+0=0

 Strategies Used to develop Critical Reading Skills 5 4 3

(HE) (E) (ME)

1. Ask students to previewing. (Getting an overview of text 260 272 9
structure, text cues, pictures and personal experiences prior to
reading a text)
2. Use skimming technique (finding the thesis) 115 228 63
3. Ask students to look for clues in the text, think about what 230 268 30
those clues trigger in prior knowledge and make a prediction.

4. Ask students to monitor for understanding by checking to 260 252 24

see if the text makes sense.
5. Ask students to write a paragraph or more that presents the 270 192 54
main idea in their own words.

6. Restate and clarify the meaning of a few sentences from the 285 236 21
text.
7. Ask students to combine ideas and information selected 175 280 48
from different texts.
8. Ask students to write questions for every paragraph of texts. 115 204 144

9. Invite students to abstract from their observations, to think 210 260 45

about the implication of their ideas, and to generate these
ideas across a range of specific contexts.

10. Use writing assignments with specific tasks or goals 250 248 30
focusing on a particular kind of thinking or reflection.
11. The teacher introduces tasks and ask students to question 290 212 36
what they read or listen to.

12. The teacher encourages students to investigate deeper 245 228 51

meanings and identify assumptions and weaknesses.
13. The teacher asks students to reconsider and respond to 210 256 51
the statements that emerge from their classroom.

14. The teacher encourages students to solve a problem. 290 184 57

15. The teacher includes activities that foster collaborative 280 232 27
learning.
16. The teacher provides topics and enough time for students 405 132 27
to discuss.
17. The teacher gives students the opportunity to create their 300 220 27
materials themselves.

18. The teacher introduces the goals and objectives of the 390 152 27
lesson clearly.
19. The teacher gives students the opportunity to reflect on the 350 192 21
topics.
20. The teacher provides feedback and allows students to 385 148 27
reflect on their self-understanding and development.
 2 1 total weighted Mean Description Ranks

(LE) (IE)
0 2 543
4.34 Highly effective 7

6 1 413 3.30 Moderately effective 19

0 2 530
4.24 Highly effective 12

4 0 540
4.32 Highly effective 9
4 3 523
4.18 effective 14

0 2 544
4.35 Highly effective 6
8 0 511
4.09 effective 17

6 0 469
3.75 effective 18
0 3 518

4.14 effective 16

6 0 534
4.27 Highly effective 10
2 1 541
4.33 Highly effective 8

4 0 528
4.22 Highly effective 13
4 0 521
4.17 effective 15

0 2 533 4.26 Highly effective 11

4 0 543
4.34 Highly effective 7
2 1 567
4.54 Highly effective 2
2 0 549
4.39 Highly effective 5

0 0 569
4.55 Highly effective 1
0 0 563
4.50 Highly effective 4
4 0 564
4.51 Highly effective 3
Strategie 5 4 3 2 1 Weighte
s Used d mean
to
develop
(HE) (E) (ME) (LE) (IE)
1. Ask 52 68 3 0 2
students
to
previewi
ng.
(Getting
an
overview
of text
structure
, text
cues,
pictures
and
personal
experien
ces prior
to
reading
a text)

2. Use 23 57 21 3 1
skimmin
g
techniqu
e
(finding
the
thesis)
3. Ask 46 67 10 0 2
students
to look
for clues
in the
text,
think
about
what
those
clues
trigger in
prior
knowled
ge and
make a
predictio
n.

4. Ask 52 63 8 2 0
students
to
monitor
for
understa
nding by
checking
to see if
the text
makes
sense.
5. Ask 54 48 18 2 3
students
to write a
paragrap
h or
more
that
presents
the main
idea in
their
own
words.

6. Restat 57 59 7 0 2
e and
clarify
the
meaning
of a few
sentenc
es from
the text.

7. Ask 35 70 16 4 0
students
to
combine
ideas
and
informati
on
selected
from
different
texts.
8. Ask 23 51 48 3 0
students
to write
question
s for
every
paragrap
h of
texts.

9. Invite 42 65 15 0 3
students
to
abstract
from
their
observat
ions, to
think
about
the
implicati
on of
their
ideas,
and to
generate
these
ideas
across a
range of
specific
contexts.
10. Use 50 62 10 3 0
writing
assignm
ents with
specific
tasks or
goals
focusing
on a
particula
r kind of
thinking
or
reflectio
n.

11. The 58 53 12 1 1
teacher
introduc
es tasks
and ask
students
to
question
what
they
read or
listen to.
12. The 49 57 17 2 0
teacher
encoura
ges
students
to
investiga
te
deeper
meaning
s and
identify
assumpti
ons and
weaknes
ses.

13. The 42 64 17 2 0
teacher
asks
students
to
reconsid
er and
respond
to the
stateme
nts that
emerge
from
their
classroo
m.

14. The 58 46 19 0 2
teacher
encoura
ges
students
to solve
a
problem.
15. The 56 58 9 2 0
teacher
includes
activities
that
foster
collabor
ative
learning.

16. The 81 33 9 1 1
teacher
provides
topics
and
enough
time for
students
to
discuss.

17. The 60 55 9 1 0
teacher
gives
students
the
opportun
ity to
create
their
material
s
themselv
es.

18. The 78 38 9 0 0
teacher
introduc
es the
goals
and
objective
s of the
lesson
clearly.
19. The 70 48 7 0 0
teacher
gives
students
the
opportun
ity to
reflect
on the
topics.

20. The 77 37 9 2 0
teacher
provides
feedbac
k and
allows
students
to reflect
on their
self-
understa
nding
and
develop
ment.