The problems stated for this investigation were as follows: (1) to determine if there is an increase in critical reading ability for students from grades thirteen to fourteen; (2) to determine if there is a difference in the critical reading ability of males and females in grades thirteen and fourteen; (3) to determine the relationship between critical reading ability and intelligence in grades thirteen and fourteen; and (4) to determine the relationship between critical reading ability and reading achievement in the two grades. The sample was composed of 535 students at the thirteenth and fourteen grade levels in the states of Arkansas, Mississippi, and Tennessee. It was concluded that significant differences in critical reading ability existed between students in grades thirteen and fourteen; no significant differences in critical reading ability appeared between male and female students in grades thirteen and fourteen; a significant difference existed between intelligence and selected critical reading skills; and a significant difference was evident between reading achievement and critical reading ability. (Author/LL)