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The purposes of this dissertation were to: (1) formulate and develop a critical thinking/critical reading model based on professional opinion and the review of the literature in these areas; (2) create a critical thinking/critical reading appraisal for grades three through six; and (3) validate the critical thinking/critical reading appraisal instrument.The first step in the development of the Worden Critical Thinking/Critical Reading Model was to review the literature and related research in the area of critical thinking, critical reading and language development. A "first draft" of the model with an accompanying explanation of it was submitted to selected faculty members in the areas of elementary education and reading. Once this model was evaluated, further developed and refined it was sent to eighty authorities across the country for a more extensive evaluation. These authorities represented the areas of reading diagnosis, evaluation and testing, cognitive processes, linguistics and language development.Once the model was developed by this author and the sub-skills of critical reading identified, the Worden Critical Thinking/Critical Reading Appraisal was begun. Both the passages and test items were written on reading levels ranging from second reading level to sixth reading level. All these test items with accompanying passages were submitted to a predetermined panel of judges composed of university faculty members and reading specialists. These judges were asked to answer each test question, evaluate the clarity of the compositions and questions, and indicate the skill they felt was being measured.The passages and questions were then formed into the Worden Critical Thinking/Critical Reading Appraisal and administered to a population of students in grades three through six. The results of the first administration were statistically analyzed and a second form of the Worden Critical Thinking/Critical Reading Appraisal was created. This also was administered to a population of third, fourth, fifth and sixth grade students.Data from the validation procedures for both appraisal forms were analyzed to determine the validity (face, content, and. construct; and reliability. An item analysis was also implemented on each roam of the appraisal to determine which items would be retained in a final appraisal form.The Worden Critical Thinking/Critical Reading Appraisal was found to have a test reliability ranging from .80 to .84. The significant finding is that critical thinking and critical reading as defined in this study can be measured using a paper and pencil format. It can not be concluded thus far that this appraisal can serve as a diagnostic instrument to measure specific strengths and weaknesses in the skills of critical reading as identified in the author's model.Based on the findings of this study and subject to its stated limitations, the following conclusions seem warranted:1. A model of critical thinking and critical reading can be designed and developed.2. As a result of this model, certain critical thinking processes and critical reading skills can be identified and defined.3. The general ability to think and read critically can be measured in students with reading levels ranging from three through six.4. Individual sub-skills of critical reading cannot be reliably measured by the Worden Critical Thinking/Critical Reading Appraisal.5. A model of critical reading with separate sub-skills may not be appropriate. These sub--skills, s illustrated in the findings, are difficult, to measure as separate entities.

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Thesis (M.Ed.)--Bowling Green State University, 2009. / Document formatted into pages; contains v, 62 p. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains vi, 99 p. Includes abstract. Includes bibliographical references (p. 78-86).

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p.36-37).

Thesis (D.A.)--Illinois State University, 1993. / Title from title page screen, viewed February 10, 2006. Dissertation Committee: Douglas Hesse (chair), William Woodson, Taimi Ranta, Janice Neuleib. Includes bibliographical references (leaves 193-199) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 156-162).