Abstract
This article provides a broad introduction to comprehension instruction in content area classrooms. It begins with a brief overview of research and of thinking processes involved in reading comprehension. Then, it outlines several research-supported comprehension strategies, including Question asking and answering Clarifying a purpose for reading Activating relevant prior knowledge Making predictions about text Attending to text structure Creating summaries (oral, written, and visual) Monitoring comprehension Using fix-up strategies The article ends with a description of how to teach comprehension strategies so students can apply them in understanding the texts they read. The instructional process occurs in two overlapping phases: explicit instruction of individual strategies, and teaching for self-regulated strategy use.
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