The Intersection of Comprehension Skills and Critical Thinking: A Quantitative Analysis of Research Output

Purpose: This study examines the relationship between reading comprehension and critical thinking skills through a systematic review of existing literature. Reading comprehension and critical thinking are recognized as fundamental abilities for academic and career success. However, research often treats them as separate constructs despite their interconnectedness. This review synthesizes qualitative findings across multiple sectors to understand the applicability of comprehension skills and their connection to critical thinking. Methodology: A search on the Scopus database yielded 2298 relevant studies after screening, from which a final sample of 225 studies was analyzed. Bibliometric visualizations highlight critical thinking as the central focus, with reading comprehension, argumentation, problem-solving, and critical reading emerging as closely linked components. The overlay visualization suggests a research emphasis shift from critical reading to problem-solving skills over time. The density visualization indicates critical thinking received the highest priority, followed by reading comprehension and critical thinking skills. Findings/Implications: Key gaps identified include limited research integrating both skills for English language learners, lack of long-term intervention studies, and overlooked factors like motivation and technology. The findings underscore the crucial role of strong comprehension abilities, particularly critical reading and problem comprehension, as building blocks for developing critical thinking proficiency. Future research should explore innovative pedagogical approaches to seamlessly cultivate these interconnected skills among diverse learner populations.