This study examined (a) the effects of Visual Thinking Strategies (VTS) on student use of critical thinking skills (CTS) in written responses to district reading assessments, (b) if practiced oral responses affected the ability to respond critically using written language, (c) whether there was a relationship between the development of the CTS of speculation and supported observations in one content area and context and the subsequent use of those skills in another context, and (d) the relationship between student use of CTS on an assessment and the overall score on that same test. Participants were 57 students from a convenience population of 73 students: 11 third graders, 12 fourth graders, 18 fifth graders, and 16 sixth graders. These students were randomized by grade level into one of four conditions in a 2 x 2 factorial ANOVA design. Student responses on VTS writing samples and the reading assessment were coded for speculation and supported observation. CTS scores were tallied and used to analyze changes in the use of critical thinking in response to images of art, significant effects from the instructional or transfer conditions, and to determine if there might be a correlation between the use of CTS in student responses on a test and the final reading comprehension score on that same test. This study corroborates DeSantis and Housens' (2007) study, which found that critical thinking developed in the context of group oral practice and transfers to an individual written context. Results suggest the existence of a relationship between the use of CTS in written responses and overall reading comprehension scores. A positive trend at the interaction level suggested that preparation for learning might be cued during an assessment. This study opens the door for researchers to reexamine the power of an arts curriculum to impact other content areas. Any future experimental studies in art education and transfer may benefit by offering students multiple opportunities to notice distinctions among a set of experiences as a way for preparing for future learning and transfer. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]