ABSTRACT
The present chapter represents an update of an earlier attempt (Tierney & Cunningham, 1980) to address the "state of the art" relative to research on teaching reading comprehension. The reading researcher and practitioner will find the chapter a review of what we know about reading-comprehension instruction, and a framework for addressing the adequacy and promise of existing and forthcoming lines of inquiry. Two basic questions drive our discussion: With whom, in what situations, and in what ways does teaching improve reading comprehension? How should research in teaching reading comprehension proceed?
