Reading Comprehension research has a long and rich history, when examining the process of reading comprehension and the effective instruction of it. What comprehension is, how comprehension occurs and how to teach comprehension have driven hundreds of research studies in the last 30 years. Most of what is known has been learned since the early 1970’s. Reading comprehension and how to teach it, is probably the area of literacy about which we as educators have the most knowledge and most consensus. However, it is also probably the area that receives the least attention in the classroom.

· Hmm “I don’t know if I teach strategies as much as I provide many opportunities for the students to use/recall the information.”

From these understandings of reading comprehension by teachers they all agree that reading comprehension is about getting meaning from text but vary in there definition of text. One teacher made the connection with comprehension defined earlier, as using text as a medium of thought and connecting it with active thinking. In discussing with teachers what they had written teachers had a good understanding of what reading comprehension is but these understandings varied form specific to general.

Commercial reading programs form the basis for reading instruction in many classrooms and teachers are provided with, detailed lesson plans, reading materials, and literacy activities for students to do. There are many criteria that should be used in choosing a commercial reading program. With respect to reading comprehension, teachers should look for the following in evaluating these programs.

Some topics in this essay:
Duke Pearson, Collegiate Dictionary, Program Materials, Pressley Wharton-McDonald’s, Conclusion Educators, Pressley Wharton-McDonald, Duke Pearson’s, reading comprehension, Paraphrase KWL, Delores Durkin, Reading Comprehension, comprehension instruction, comprehension strategies, teach reading, teach reading comprehension, reading comprehension instruction, duke pearson, skills strategies, duke pearson 2002, pearson 2002, students comprehend, effective reading, effective reading comprehension, sample teachers, reading comprehension strategies,