Critical thinking–based strategies to improve reading comprehension in first-year high school students with low academic performance

Abstract

This study examines the implementation of critical thinking–based pedagogical strategies to enhance reading comprehension and academic performance among first-year high school students. A qualitative, descriptive–documentary research design was adopted, drawing upon a systematic review of scholarly literature indexed in Scopus, Web of Science, and Scielo, complemented by classroom observations and teacher surveys in Language and Literature. Thematic analysis revealed recurrent patterns regarding effective practices, enabling factors, and constraints in the adoption of critical pedagogical approaches. Findings indicate that critical thinking strategies—such as debate, problem-solving, and reflective reading—foster analytical reasoning, intellectual autonomy, and active student engagement. Moreover, continuous teacher training and the use of contextually relevant teaching materials were identified as key determinants of successful implementation. The study concludes that integrating critical thinking into reading comprehension instruction not only improves academic performance but also promotes a more inclusive, reflective, and transformative education. Recommendations emphasize enhancing teacher professional development, fostering learning communities, and designing participatory environments that encourage dialogue, reflection, and collaboration.