The aim of this study is to investigate the effect of six-hat thinking technique on improving critical reading achievement. The study aimed to determine the effect of reading instruction based on the six-hat thinking technique in the experimental group and traditional reading instruction in the control group on students’ critical reading achievement. The study group of the research consists of 7th grade students in two different classes studying. Among these students, 15 students constitute the experimental group and 15 students constitute the control group. While the experimental group received critical reading training with reading activities based on the six-hat thinking technique for 7 weeks, no activity was applied to the control group. In the control group, the teacher taught the lesson in accordance with the Turkish curriculum throughout the research and no intervention was made to the teacher. Research data were collected through the critical reading achievement test. The data obtained were analyzed with the SPSS 22.0 program, and the data were tested with t-test and two-factor ANOVA for repeated measures to see whether there was a significant difference between the experimental and control groups. As a result of the research, it was statistically determined that the learning approach based on the six-hat thinking technique significantly increased the critical reading achievement scores of the students. According to the research, it was concluded that reading activities based on the six-hat thinking technique made significant contributions to students.

Turkish education, critical reading, six hats thinking technique.