Scientific Research Base
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According to Tierney and Readence, research demonstrates that reading comprehension should be considered the heart of all instruction. The major goal of instruction should be the implementation of pre-, during, and post-reading activities to further facilitate comprehension (2000).

Pre-Reading Strategies
Research over the last decade confirms that students benefit when teachers prepare them for reading by “front-loading,” or eliciting knowledge about an upcoming topic using a variety of pre-reading strategies (Santa, Havens, & Maycumber, 1996). These strategies can include, but are not limited to, Anticipation Guides, Word Maps, and Word Sorts.

During Reading Strategies
Students need to know how to organize information from their reading in a manner that encourages higher levels of thinking. Successful readers pull main points from their reading assignments to organize information. Strategies such as Two-Column Notes, Content Frames, Venn Diagrams, 5-W Models, and Summarization Charts are excellent methods of organizing and structuring text (Santa, Havens, & Maycumber, 1996)

Post Reading Strategies
Writing and conferring are critical for self-reflection, which in turn leads to increased reading comprehension. Allowing the students opportunities to examine their work, discuss, and write about their efforts needs to occur in all content areas (Santa, Havens, & Maycumber, 1996)

Santa, C.M., Havens, L.T., & Maycumber, E.M. (1996). Project CRISS: Creating independence through
student-owned strategies (2nd ed.). Dubuque, IA: Kendall/Hunt.

Tierney, R.J., & Readence, J.E. (2000). Reading strategies and practices: A compendium(5th ed.).
Needham Heights, MA: Allyn & Bacon.