Cognitively based views of reading emphasize that proficient readers use both metacognitive and cognitive strategies that facilitate comprehension of text. Metacognitive strategies are self-monitoring and self-regulating behaviors that focus on the processes and products of reading including the reader's awareness of whether or not he or she comprehends or a knowledge of when and how to employ specific cognitive strategies (Pressley and Harris). Cognitive strategies are mental and behavioral activities used to increase the likelihood of comprehending, which may include rereading, activating background knowledge, or adjusting reading speed (Van Den Broek and Kremer). Mark W. Conley suggests that cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking as cognitive strategies foster meaning-making through constructive interactions with texts. Comprehension-oriented cognitive strategies include activating relevant prior knowledge and using prediction; generating questions during reading; constructing mental images representing the meanings in texts; summarizing and clarifying the meanings in texts; and analyzing the structural components of narrative and informational texts (Pressley). In this article, the authors share findings of a project focused on integrating comprehension-oriented cognitive reading strategies to meet content goals with canonical texts.