This study examined the influence of critical reading orientation on use of external strategies such as note-taking and underlining while reading an expository text. In two experiments, undergraduate students were asked either to review an article on a linguistic policy (critical reading) or to summarise it (less-critical reading). Experiment 1…

Suggests that children need instruction in reading to produce readers who are capable of seeing deeper layers of meaning in a text and "shifting gears" to see stories in a new way in order to appreciate their complexity. (JC)