This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, "critical analysis of argumentative text," which was designed to help students to identify, summarize, and critically analyze parts of an argumentative text. The investigators hypothesized that reading instruction would improve the students' ability to write convincing persuasive essays. A total of 7 fifth-grade students with reading difficulties participated in the study, which utilized a single-subject, multiple-probes design across paired participants. The strategy instruction focused on reading, identifying, summarizing, and analyzing argumentative texts. The investigators assessed the students on reading comprehension and writing measures during baseline, postintervention, and maintenance phases. The results indicated that all students made substantial gains in the identification of argumentative elements and summarization of arguments. On the postintervention critical analysis measure, 5 out of 7 students improved their ability to analyze an argumentative text. On the analytical writing measure, 6 students showed improvement in including argumentative elements in their persuasive writing. However, the overall quality of the persuasive essays did not improve. Outcomes of this study present promising empirical and practical implications.