While the goals for reading may be different, all efforts in reading must result in comprehension in order for goals to be realized. Reading comprehension is so complex that it defies any attempt to arrive at a single definition. S. Toulmin's argument structure model provides the basis for an analysis of the connection between critical reading and reading comprehension. The framework allows for the delineation of the crucial function served by background knowledge in the formulation of interpretations of written discourse. An expansion of the basic model provides a hierarchical structure in order to accommodate embedded arguments typical of natural discourse. T. A. Van Dijk's notion of a superstructure and his articulation of operative mental processes in the form of macrorules offer a meaningful way of connecting the psychological perspective on reading comprehension based on schema theory and the philosophical perspective on reading comprehension based on Toulmin's argument structure analysis. A method now needs to be developed through which texts of moderate length can be systematically analyzed. (MG)