This study investigated the effects that critical literacy instruction had on comprehension in a seventh grade reading class. Numerous studies have examined critical literacy instruction in the classroom, as well as effective methods of comprehension instruction; however, few studies have combined these two lines of inquiry. Therefore, the purpose of this study was to bring together cognitive and critical paradigms to examine critical literacy instruction in terms of its cognitive benefits. The study took place in a seventh grade classroom in a racially diverse, urban school; nearly all students received free or reduced lunch. Twenty-two students participated in the treatment group, and 19 students participated in the control group. The treatment group received an hour of critical literacy instruction, taught by the researcher, approximately 4 days a week from January through May. This study implemented a single-subject design in combination with case study methodologies, employing discourse analysis, as well as qualitative and quantitative analysis of student assessments and class work. Data sources included the following: five researcher-constructed comprehension tests (two administered at baseline then every six weeks); a writing task administered as a pretest and posttest; five think aloud protocols administered to six students (two administered at baseline then every six weeks); the Test of Inference Ability (TIA) administered as a posttest; a reading attitude questionnaire administered as a pretest and posttest; posttest interviews; daily video; classroom samples; and a research journal. Repeated measures ANOVA of students' performance on the researcherconstructed comprehension tests revealed statistically significant improvement in comprehension over time. Repeated measures ANOVA of students' performance on the writing tasks revealed statistically significant improvement in scores of students in the treatment group over scores of students in the comparison group. Students' responses in the think alouds revealed that students increased in their variety of responses over time; however no pattern emerged concerning critical literacy. On the TIA, mean scores of students in the treatment group were higher than those of students in the comparison group but the difference did not reach statistical significance. Results were mixed concerning students' attitudes toward school literacy, although posttest interviews indicated students held positive attitudes toward critical literacy and its practice in school. Discourse analysis revealed students engaged in higher-order thinking and high-level comprehension during critical literacy discussions, suggesting critical literacy might act as a vessel for higher-order thinking. Overall, results showed promise for the possible benefit of critical literacy for comprehension. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]