ABSTRACT
The purpose of this chapter is to report the diverse nature of research that supports comprehension instruction at the K-3 school level as well as the conceptual and theoretical roots from which this instruction arose. This chapter describes one of the most rapidly expanding bodies of knowledge in the fi eld of reading education, and its long historical foundation. The largest portion of the discussion will focus on landmark studies that have changed and broadened the conceptualization of comprehension instruction at the primary grades. Before we describe the infl uence of these studies on today’s instruction, we will review the theoretical tenets and evolving defi nition of comprehension instruction. We will closely describe comprehension instruction occurring in our schools today and promising directions for future research and practice.
