Bulletin of the Educational Research and Development, Faculty of Education,

Kagoshima University 2022, Vol.31, 54-63.

Fostering Critical Reading Skills at High School English Reading Classes:
Focusing on Literal, Inferential and Evaluative Questions
KUROHARA, Kumiko［Kagoshima Prefectural Makurazaki High School］
ISHIHARA, Tomohide［Kagoshima University, Faculty of Education (English) .

Name: ____________ Grade level: _______

Age: _____ Gender: ________

Directions: Please check the response sheet that most accurately reflects your point of
view to indicate how much you agree or disagree with each statement. Please select
one of the following responses:

Most of
Statement Never Seldom Sometimes the time Always
(5) (4) (3) (2) (1)

Literal Comprehension Level

1. I read unknown words

and expressions
carefully.

2. I read subject-verb
connection and
sentence structure.
3. I read words and
phrases in chunks
carefully.

4. I read the connection

between sentences
carefully.
5. I read conjunctives
 (e.g., and, but,
because) carefully.

6. I read pointing words

and think what they
refer to.

Statement Never Seldom Sometimes Most of Always

(5) (4) (3) the time (1)
(2)

Inferential Comprehension Level

1. I thought of
examples when I
read.

2. I tried to
summarize the
content by
paragraphs.

3. I think which part is

more important
when reading.

4. I predict the whole

text from the
context.
 5. I try to connect the
content to existing
knowledge.

6. I asked questions
oneself in the
reading.

Evaluative Comprehension Level

1. I tried to read
between the lines.

2. I tried to read the

social background.
3. I tried to read the
writer’s opinions
and thoughts.
4. I tried to distinguish
opinions from facts.
5. I tried to question
or doubt what was
written.
6. I tried to think of
my own opinions
while reading.