Comprehension Instruction in Content Area Classes

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, includingQuestion 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 strategiesThe 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.