This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, "Critical Analysis of Argumentative Text" (CAAT), which was designed to help students to identify, summarize and critically analyze parts of argumentative text. Based on the premise that reading and writing require similar knowledge of text structure and content analysis, the investigator also examined whether the reading instruction would improve the students' ability to write convincing persuasive essays. The study used a multiple baseline design with multiple probes across paired participants with seven struggling fifth grade students. During the instruction phase, the students were given opportunities to read, identify, summarize and analyze argumentative texts by asking critical questions. Instruction followed the Self-Regulated Strategy Development model and lasted 10-14 sessions of 40 to 45 minutes. The students were assessed on reading comprehension and writing measures during baseline, post-intervention, and maintenance phases. The results indicated that all students made substantial gains on identification of argument elements and summarization of arguments. On the posttest critical analysis measure, five out of seven students improved their ability to analyze argumentative text. On the analytical writing measure, six students showed improvement in including argumentative elements in their persuasive writing. However, writing quality did not improve. Outcomes of this study present promising empirical and practical implications. [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/en-US/products/dissertations/individuals.shtml.]