Abstract

This chapter focuses on reading comprehension strategies instruction. We begin the chapter by noting that a lack of consistency in conceptualizing strategies poses immediate challenges to effective instruction. Then, we provide an overview of the evolution of reading comprehension strategy research and related instruction research, especially in relation to theoretical models of reading. We next consider contemporary concerns with strategy instruction, in conjunction with the pressing need for students’ enhanced reading comprehension strategies. We propose that instruction that focuses on students’ reading comprehension strategies (a form of procedural knowledge) must be supported by related declarative knowledge, conditional knowledge, epistemic knowledge and disciplinary knowledge. We conclude the chapter with ideas about future directions for both reading comprehension strategy research and instruction.