ABSTRACT
To begin this chapter, we define the phrase reading comprehension. We compare our definition to the prevailing understandings of this term in contemporary articles and reports. We attempt to clarify our definition by saying “what-itis-not,” as well as explaining what reading comprehension does entail. We distinguish between reading comprehension and learning from text, and describe their frequent overlap for students in Grades 3-5. To illustrate, we provide evidence from several hundred students over a 3-month period who are receiving Concept-Oriented Reading Instruction or Strategy Instruction, according to guidelines described in chapters 2, 3, and 5. We portray individual learners, as well as trends typical of our sample. Finally, we discuss how developmental patterns can be used to improve classroom instruction in reading comprehension.
