Critical reading and its relation to the disciplinary training of university students

Abstract

This article aims to identify how critical reading skills are assumed by advanced students in Educational Sciences at a public university in Resistencia-Chaco, Argentina. The empirical information was gathered by the analysis of a text and a semi-structured interview; the findings were analyzed by a constant comparative method.
The results show that students express some critical reading skills identified by the textual analysis and global interpretation, also, the identification of the author's intentions and recognition authority sources. However, difficulties related to the management of critical textual analysis strategies are observed.