The reading comprehension strand hosts new resources that address fundamental components of reading comprehension, oral reading at the kindergarten through grade 2 level, and story structure and synchronous use of research-proven cognitive strategies at grades 3 through 6. All take the research, extract and translate the findings into meaningful information, and give you usable strategies and instructional approaches that work with students—all based on the findings. You may also access research briefs (our Research Précis) related to question generation, one of numerous effective cognitive strategies for improving text comprehension, as well as briefs that concurrently address reading and content learning, or "reading to learn" (offered as well in our learning through context curriculum and learning strand). Use the contact link in the footer to communicate or provide feedback—it's always read, and appreciated. Enjoy!

May we suggest you begin with the very latest? The Cornerstones of Reading Comprehension delves into details surrounding acquisition of vocabulary and ability to use text comprehension cognitive strategies in order to enhance reading comprehension.

If you work with children in the middle elementary grades, you'll appreciate the synthesis of findings and recommendations for teaching children to use cognitive strategies In Search of Story Structure. For those teachers or parents who would like a set of detail-rich procedures, instructional masters, and student handouts so that they can put the research and recommendations to work right away with their students (grades 3-6), find out about the unit Learning Story Structure (to the right).

If you work primarily with children in the very early elementary grades (K-2), get the facts and strategies on Making the Oral Reading Connection in the Early Grades. We know that the transition zone is crucial to future success of our young readers, and not only does research tell us certain important things about what understandings and abilities children should acquire at this age, but how we can help to make those acquisitions a reality.

Try the following research briefs for some focused detail on question generation (Research Précis Edition 03-1 Question Generation, and Edition 03-2 Combining Question Generation with Multiple Strategies) as it relates to reading comprehension... but there is more to question generation (see our Questioning instructional strategies overview page).

Those who study "learning to read" should also study "reading to learn." If you are a history teacher, and you believe (with us) that reading is everyone's domain, you'll enjoy Reading Comprehension and Historical Thinking: Classroom Realities in Building a Context Connection. Get more from the Learning Through Context curriculum and learning overview page.

If this is your first time to visit LearningLeads™, or if it has been awhile, be sure to take a look at the LearningLeads™ homepage while you are here. If you teach or are interested in preschool, go to the PreKorner™ to browse similar resources.