Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Joellen Maples


This study examined critical thinking skill related to composing written text. The student received strategy instruction for critical thinking skills at her instructional level of Bloom‟s cognitive domain. Writing samples before and after strategy instruction were scored according to a rubric and compared. Three themes emerged: the achievement gap between independent and expected skills, the benefit of strategy instruction to improve writing and critical thinking and the impact of student attitude on success. Results imply the importance of classroom culture and purposeful instruction to develop critical thinking skills, the importance of targeting the instructional level when providing intervention, the critical nature of the achievement gap at the secondary level and the importance of providing differentiated instruction in content-driven classrooms.

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