explores the history of reading within writing studies and lays the foundation for understanding the impact of this critical, yet often untaught, skill. Every measure of students’ reading comprehension, whether digital or analog, demonstrates that between 50 and 80 percent of students are unable to capture the substance of a full discussion or evaluate material for authority, accuracy, currency, relevancy, appropriateness, and bias.   This book examines how college-level instruction reached this point and provides pedagogical strategies that writing instructors and teachers can use to address the problem. Alice Horning makes the case for the importance of critical reading in the teaching of writing with intentionality and imagination, while sharing glimpses of her own personal history with reading and writing. Horning provides the context for understanding what college faculty face in their classrooms and offers a history of critical literacy that explains why, to date, it has mostly neglected or ignored the diverse statuses of students’ reading challenges. explores actionable options to better meet students’ literacy needs. College and university faculty, especially writing instructors, will benefit from an understanding of what has happened in the field and what needs to change.