Observations of third- and fourth-grade classroom reading lessons revealed not only that text-related reading comprehension was seldom taught, but also that a coordinated or topically organized sequence of text reading instruction was rare. (FL)

A study was undertaken to document, through data gathered from surveys, interviews, and observations, the approaches fourth grade elementary school teachers were using to teach reading comprehension. The study focused on the actual teacher behaviors, methods, and materials rather than on what reading methods, texts or basal series' manuals said…