The development and evaluation of Informed Strategies for Learning (ISL), an experimental curriculum to enhance children's reading comprehension, are described in this report. The report opens with a summary of the project, in which 20 modules--each focusing on a different strategy--were designed and 60 lesson plans were developed. This section also summarizes the evaluation results, which indicated that children in the experimental classes showed significant advantages over control subjects on measures of cloze performance, error detection, and metacognition, and many significant differences due to age and reading ability. The chapters in the body of the report discuss (1) the need for instruction in reading strategies, (2) the history of ISL, (3) how ISL can improve children's metacomprehension and reading comprehension, (4) how ISL can improve literal and inferential comprehension, (5) the project's exploration of the relationship between children's reading performance and reading attitudes, (6) the project's exploration of children's perceived reading competence and reading performance, and (7) the effects of ISL on children's use of context as a reading strategy. (HTH)