In this work the efficiency of a particular training program in critical reading of graduate students in different areas of research was tested. Five groups of these graduate students were evaluated so far as comprehension of texts is concerned. The students who participated in the work belonged to two classes of the same course given by the same professor. The five groups of graduate students were classified as G.I. (Humanities), G.II (Economics), G.III (Engineering), G.IV (Health Sciences) and G.V (Literature). The same type of training in critical reading was used in all five groups. The training consisted of questions and written reforcement supplied by the examiner to enhance the critical response of the university students. The Cloze Test was applied to pre and post-test . The collected data indicated no significant differences among the groups in the pre-and post-test. The data also demonstrated the efficiency of the training given to all groups. One may conclude that the training was equally efficient to all groupss, and, consequently, such training is area-independent.
Verbal learning; Reading learning; Textual comprehension; Critical reading
