READING SKILLS FOR THE PROMOTION OF CRITICAL THINKING AT THE BASIC SECONDARY LEVEL

Abstract

The article analyzes the importance of reading skills for the promotion of critical thinking in secondary school students in Colombia. Based on a systematic review of the literature, we sought to understand how these skills contribute to the development of critical skills in the educational field. The general objective of the research was to evaluate the current state of research on reading skills aimed at promoting critical thinking at the secondary school level in Colombian educational institutions. To do so, the Systemic Literature Review (SLR) methodology was used, through which scientific publications from the last seven years were analyzed, following rigorous inclusion and exclusion criteria. Databases such as Google Scholar and Crosserf were used, selecting 11 relevant studies for the analysis. The results show that reading skills have a transversal impact on academic performance, influencing subjects such as mathematics and science. However, factors such as socioeconomic inequality, lack of teacher training and appropriate educational policies limit their development. The study also highlights the need to adapt pedagogical strategies to the specific realities of each educational institution. In conclusion, it underlines the importance of implementing innovative strategies that promote critical reading from an early age, incorporating digital technologies and interdisciplinary projects.