Abstract
The present study aimed to find out whether there is any significant difference between the performances of high and low critical thinkers on factual, referential, and inferential reading comprehension questions. For this purpose, 42 learners were selected as the homogenized group. Afterwards, the Farsi version of Watson- Glaser Critical Thinking Appraisal (1980) (Form A) was administered to the participants and they were then assigned to two groups of high and low critical thinkers. Both groups were provided with a reading comprehension test including factual, referential, and inferential questions. The obtained data was analyzed via 16th version of the Statistical Package for Social Sciences (SPSS). The Findings revealed that (a) there is a significant difference between high and low critical thinkers on their performance on factual reading comprehension questions, (b) there is a significant difference between high and low critical thinkers on their performance on referential reading comprehension questions, and (c) there is a significant difference between high and low critical thinkers on their performance on inferential reading comprehension questions. The study has some implications for language teachers, text book writers, and test designers.
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