This paper aims to conceptualize critical reading in the environments of multiple texts (sources) comprehension, as it expands and updates the traditional notion of critical reading. Reading educators and scholars interpreted critical reading in the different approaches: functional, holistic, and resistant perspectives. Despite the different strengths and limitations of the approaches, one common assumption was identified: critical reading was understood as meaning construction between “a reader” and “a text”. The single text assumption was problematic due to the weak ecological validity which barely reflected ordinary readers` authentic reading. Therefore, it was necessary to expand the notion of critical reading including multiple texts comprehension. The new notion of critical reading was theoretically sound because it provided readers better opportunities to learn and practice diverse critical thinking and skills in reading. With the notion in mind, the 2015 Revised National Curriculum of Korean Language Education was analyzed and reviewed in terms of its scope and sequence, in relation to critical reading. Finally, the future improvements of the National Curriculum were suggested and discussed.