A REVIEW OF RESEARCH ON CRITICAL READING INDICATES THAT EFFORTS ARE BEING MADE TO TEACH CRITICAL READING AT BOTH THE SECONDARY AND ELEMENTARY LEVELS, PARTICULARLY AT THE SECONDARY LEVEL. NATIONAL READING CONFERENCE YEARBOOKS AND REVIEWS OF REPORTED RESEARCH, HOWEVER, FAILED TO SHOW A SINGLE CONTROLLED STUDY ON CRITICAL READING AT THE COLLEGE LEVEL. NOT ONE OF THE 61 DOCTORAL DISSERTATIONS ON COLLEGE READING DONE BETWEEN 1918 AND 1960 WAS ON CRITICAL READING. ON THE OTHER HAND, TWO RECENT VOLUMES OF "READING RESEARCH QUARTERLY" CITED FIVE STUDIES REPORTED IN JOURNALS OTHER THAN READING JOURNALS WHICH WERE CONDUCTED BY NONREADING SPECIALISTS. ALL THESE FINDINGS SUPPORT THE FOLLOWING ASSUMPTIONS--(1) THAT ELEMENTARY AND SECONDARY READING TEACHERS BELIEVE THAT CRITICAL READING CAN BE TAUGHT, (2) THAT NATIONAL READING CONFERENCE MEMBERS FAIL TO PUT PROPER EMPHASIS ON THE TEACHING OF CRITICAL READING, AND (3) THAT COLLEGE READING TEACHERS DO NOT TEACH CRITICAL READING IN THEIR COURSES. SINCE THERE IS MORE THAN ENOUGH WRITING DONE ON WAYS OF ORGANIZING AND TEACHING CRITICAL READING, THERE IS NEED FOR MORE EXPERIMENTATION, PREFERABLY BY READING SPECIALISTS. THIS PAPER WAS PRESENTED AT THE NATIONAL READING CONFERENCE (TAMPA, NOVEMBER 30 - DECEMBER 2, 1967). (NS)