ABSTRACT
The chapters in this volume illustrate the complexity of comprehension processes. They also illustrate how much is currently known about how understanding develops as readers read. At the same time, various chapter authors have acknowledged two things. First, while we know a lot, much remains to be learned about comprehension, particularly higher-order understandings. Second, while we can reasonably well describe what good comprehenders do and do not do before, during, and after reading, there are large numbers of children and adolescents who do not routinely do these things when they read. These readers, poor comprehenders, are the focus of this chapter.
