Critical Reading and Information

People can get information really easily nowadays. Though, there are lots of different forms and formats of sources for students or managers searching for their work. Consequently, they should know how to choose a good resource which is suitable for their projects. To find the fact or information is not usual by reading in story (Cioffi, 1992, p.51). Therefore, students and managers should take reading seriously as an ability.

Critical reading has been defined by numerous different authors with similar definitions. According to Bosley (2008), critical reading is defined as gathering the main concept of text, connecting with the text, reading assumption, putting the text in other times and places, re-reading text in writing, recognizing different views, understanding the author’s metaphorical ways of approach, understanding the text’s form, to be familiar with the author prejudice and assess the text. (p.290). Meanwhile, an other finding of Bosley (as cited in Owens) stated the instruction of critical reading strategies, read and understand the most important ideas, read and understand the infers that the text makes, read and understand how the infers related to other subdivisions of the text; to understand the definitions of the words to comprehend the construction. (p.291). All of these, the definition and instruction are the clear concept of critical reading.

Secondly, in processing the information it must be natural so that important memory is not used up. Lewis (as cited in Britton, Glynn, and Smith, 1985) identified that some of the stages of reading must be regular, not to restrict the partial information of running reminiscence (p.421). Cioffi (as cited Sternberg, 1998; Barell, 1991) found that “Sternberg cautions his readers to spend time planning how to approach problems, and Barell identifies planning as a characteristic of thoughtful person.”(p.50). A reader who reads continuously, the information that he or she