Argues that there is evidence documenting the need for improvement of university and community college instruction in critical reading and thinking. Describes programs offered to improve such skills. Argues that universities and colleges need to strike a balance between the skills approach and the more general contextual approach. (RS)

Describes class activities designed to teach inference skill using combined lists. (RS)

Concludes that if students learn "if-then" propositions, then their reasoning abilities will improve. (RB)

Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Discusses the revised Extended Anticipation Guide, which is designed to reveal students' misconceptions about topic and to help students to understand exposition. (PRA)

Presents ideas for book reports so students can read for enjoyment and critical thinking. (RB)

Reflects on the importance of observation and documentation of detail in producing critical thinking and accurate writing. (AEA)

Suggests using materials dealing with sports in a variety of ways in content classes to improve reading and critical thinking. Provides specific suggestions for using sports in English, mathematics, social studies, science, and health classes. (MKM)

Advocates a strategy for developing students' ability to think critically by involving them in tasks with perceived conflicts and discrepancies, starting with ads for common products and moving on to news reports and variants of literature. (SR)

Describes various teaching models that have proven effective in teaching argumentation. (HOD)

Produced by leaders of 12 professional organizations, the statement notes that society must reaffirm the value of a balanced education and that basic elements of knowledge and skill are only a part of the essentials of education. (MKM)

Argues that teachers should look at standardized tests first before designing tests that will evaluate students' critical thinking and reading. Describes five standardized tests appropriate for use with college students and adults. (RS)

Encourages use of the newspaper to remediate skills in older nonreaders. Proposes teaching essential reading skills concomitant with basic voting procedures so that nonreading adults will be able to function in society and describes seven activities requiring use of critical, literal and inferential skills. (JK)

Maintains that, as guides to critical thinking instruction, traditional definitions of critical reading must be updated to reflect the limitations of language in capturing meaning and the complexity of the comprehension process. Argues that a definition of critical reading should reflect the role of critical thinking during and after…