Studied the effect of critical reading on the writing performance of 140 10th-grade students distributed randomly into an experimental group (critical reading method) and a control group (traditional method). Both groups were administered a writing test before and after the 3-mo reading intervention. Based on (ANCOVA), statistically significant differences were found in the writing performance at the linguistic and content levels between critical reading method Ss compared with traditionally taught Ss. In all cases, the differences favored the experimental group. The researchers recommend that more attention should be given to teaching critical reading at schools. They also recommend that more studies should be conducted on the effect of critical reading on other language skills and in various sociocultural contexts.