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According to Ayisi (1992, p. 1), culture is “ …that complex whole which includes knowledge, belief, art, law, morals, cultural tools, customs, and all other capabilities and habits acquired by man as a member of society.” Grosser & Glombard (2008) argue that the cultural environment in which a learner grows up will be a major factor contributing to the development of critical thinking abilities, as well as to question-asking abilities. In East Asian countries, for example, critical thinking is seldom a task involving reading instruction, and students are not required to perform critical reading (Wu, 1982). The lack of emphasis on developing critical judgment in reading instruction is evident in many published teaching guidelines or teacher’s manuals (Teaching and Research Department, Shanghai Education Bureau, 1957). For many Asian people, books are often thought of as an embodiment of knowledge, wisdom, and truth, which can be taken out and put inside the students’ heads (Maley, 1983). Therefore, they are treated with reverence and great value is attributed to them. In other words, authors are considered authorities. Everything they say in print has to be correct—their opinions, judgments, and conclusions.