DEVELOPING CRITICAL THINKING THROUGH READING.

Introduction.
Reading is of great educational importance, as reading is a means of communication, people get information they need from books, jou
als, magazines, newspapers, etc. Through reading in a foreign language the pupil enriches his knowledge of the world around him. He gets acquainted with the countries where the target language is spoken.
Reading develops pupils` intelligence. It helps to develop their memory, will, imagination. Pupils become accusunaided practice in further reading. The content of texts, their ideological and political spirit influence pupils. We must develop in pupils such qualities as honesty, devotion to and love for our people of other countries, the texts our pupils are to read must meet these requirements. Reading ability is, therefore, not only of great practical, but educational, and social importance, too.
Reading is not only an aim in itself, it is also a means of lea
ing a foreign language. When reading a text the pupil reviews sounds and letters, vocabulary and grammar, memorizes the spelling of words, the meaning of words and word combination, he also reviews grammar and, in this way, he perfect his command of the target language. The more the pupil reads, the better his retention of the linguistic material is. If the teacher instructs his pupils in good reading and they can read with sufficient fluency and complete comprehension he helps them to acquire speaking and writing skills as well. Reading is, therefore, both an end to be attained and a means to achieve that end.
When one says that one can read, it means that one can focus one`s attention of the meaning and not on the form: the pupil treats the text as a familiar form of discourse and not as a task of deciphering. ”The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and to arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without...

CONCLUSION.
Reading is a complex process of language activity. As it is closely connected with the comprehension of what is read, reading is a complicated intellectual work. It requires the ability on the part of the reader to carry out a number of mental operations: analysis, synthesis, induction, deduction, comparison.
Reading as a process is connected with the work of visual, kinesthetic, aural analyzers, and thinking. The visual analyzer is at work when the reader sees at text. While seeing the text he ”sounds” it silently, therefore the kinesthetic analyzer is involved. When he sounds the text he hears what he pronounces in his inner speech so it shows that the aural analyzer is not passive, it also works and, finally, due to the work of all the analyzers the reader can understand thoughts. In lea
ing to read one of the aims is to minimize the activities of kinesthetic and aural analyzers so that the reader can associate what he sees with the thought expressed in reading material, since inner speech hinders the process of reading making it very slow. Thus the speed of reading depends on the reader`s ability to establish a direct connection between what he sees and what it means.
Drill, never an end in itself, is essential in developing creative thinking and discriminating evaluation. The teacher invests drill with significance when the pupil realizes its relationship to achievement.
In order to think clearly and accurately, the lea
er must have an adequate vocabulary, for his thinking is carried on in concepts or symbols, usually words. To draw correct inferences, form logical conclusions, and react intelligently to ideas, he must be able to extract the meaning of the material. To understand world events, he must be familiar with maps and charts.
To open the storehouse of information in the library, he must know how to use reference books, encyclopedias, and the card catalog. To utilize the resources he has discovered, he needs skill in summarizing,...