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According to a recent study, many middle and secondary school teachers feel that skimming and scanning activities and those involving distinguishing fact from opinion are among the least important of the reading activities that might be taught (Criscuolo, Vacca, and LaVorgna, 1980). Despite the infrequent use of skimming and the difficulty of teaching critical reading in a textbookcentered classroom, these skills are valuable and deserve attention. Anyone who has written a library research paper is especially well aware of their value. When you are searching for material on a particular topic, it makes no sense to plod through every potential source, diligently taking notes on everything read. Some potential sources turn out to be irrelevant or inconsequential. It is better to discover this after a skillful
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