This study presents an educational program titled “Working with Texts: Reading Techniques and Strategies”, developed to enhance students’ cognitive and academic competencies in the context of contemporary educational paradigms. The program is designed to foster key cognitive skills such as comparative analysis, synthesis, evaluation, classification, identification of causal relationships, inferential reasoning, hypothesis generation, and the ability to transform and present information in various forms. It seeks to address the increasingly complex nature of textual information and to equip students with the necessary skills to critically engage with, analyze, and synthesize diverse textual sources across multiple genres. The rationale behind this research lies in the growing demands placed on students to navigate vast amounts of information in an era characterized by the digitalization of knowledge. As students encounter various forms of texts, ranging from academic articles to multimedia sources, the ability to process, evaluate, and communicate ideas effectively becomes paramount. The research aims to explore the impact of a systematic, multi-phase approach to reading on the development of critical thinking and reading comprehension skills.

Research Methodology and Phases of Study: The research methodology employed a mixed-methods approach, incorporating both quantitative and qualitative data collection techniques. The study was conducted over the course of one academic semester with two groups: an experimental group participating in the program, and a control group following a traditional reading curriculum. The following stages were implemented throughout the study: Pre-Assessment Phase: Initial assessments were conducted to evaluate participants' baseline competencies in reading comprehension, information retrieval, and critical analysis. These assessments consisted of standardized reading comprehension tests, surveys measuring self-reported reading habits, and interviews regarding participants' previous experiences with text analysis. Program Implementation Phase: During this phase, the experimental group engaged with the “Working with Texts” program, which consisted of structured lessons on reading techniques such as skimming, scanning, in-depth reading, analytical reading, and comparative reading. The program emphasized three key components: (a) Information Retrieval and Understanding, (b) Information Transformation and Interpretation, and (c) Information Evaluation. Participants engaged in various tasks, including synthesizing information from multiple sources, presenting findings in alternative formats (e.g., charts, graphs), and critically evaluating texts for credibility and reliability. Post-Assessment Phase: Following the program's completion, post-assessments were conducted to measure improvements in participants' reading and analytical abilities. These included the same standardized reading comprehension tests as the pre-assessment, as well as follow-up surveys to measure perceived changes in reading comprehension, critical thinking, and self-efficacy. In addition, qualitative interviews were conducted to assess participants' subjective experiences and their perceived effectiveness of the program.

Data Analysis and Interpretation Phase: The collected data was analyzed using both statistical techniques (for quantitative data) and thematic analysis (for qualitative data). Quantitative analysis focused on changes in reading comprehension scores, while qualitative analysis examined themes such as students' engagement with texts, improvements in critical thinking, and the ability to apply reading strategies to new texts.Findings and Results: The findings revealed that students in the experimental group demonstrated significant improvements in their ability to engage with, analyze, and synthesize information. Specifically, they exhibited enhanced skills in identifying key ideas, establishing logical connections between different pieces of information, and articulating coherent arguments. Moreover, students demonstrated increased proficiency in transforming information into alternative formats, such as visual representations and summaries, which facilitated deeper comprehension and retention of the material. Additionally, students in the experimental group were better able to evaluate the credibility and reliability of information, particularly in distinguishing between factual content and opinion-based assertions. The ability to engage with complex texts and present well-supported conclusions was notably improved, indicating a higher level of academic literacy.

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