Abstract
In this paper the transcript of a critical-thinking reading lesson that was designed for sixth-grade students is analyzed. The analysis was conducted in order to illustrate the relationship between critical thinking and reading comprehension and to show that critical thinking can be infused into everyday classroom instruction using ordinary classroom materials (e.g., selections from basal reading series). The analysis describes the critical thinking dispositions and abilities that were sought from the students and those that they exhibited; it explores the factors that might account for the instances where critical thinking went awry; and it points out pedagogical strategies that a teacher could use to facilitate critical thinking.
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