The present study tested the efficacy of an intervention on thinking dispositions on multiple-text comprehension performance. The participants in the study were 75 undergraduate students. First, participants completed pretest assessment tests (prior beliefs and knowledge, thinkinPromoting multiple-text comprehension through thinking dispositions: a randomized controlled trialg dispositions). Second, the participants were randomly assigned to the experimental (n = 36) or control condition (n = 35). In each condition they were asked to read instructional material about critical thinking when reading from multiple texts. The experimental group students were specifically instructed on the definition and functioning of thinking dispositions. Third, participants read two texts about the controversial topic of red meat consumption, answered to a comprehension test, and wrote an argumentative essay (coded by length and argumentative quality). Overall, the thinking disposition intervention was effective in promoting a higher engagement with the task and a higher level of argumentative quality.