This article provides a broad introduction to comprehension instruction in content area classrooms. It begins with a brief overview of research and of thinking processes involved in reading comprehension. Then, it outlines several research-supported comprehension strategies, including: (1) Question asking and answering; (2) Clarifying a purpose for reading; (3) Activating relevant prior knowledge; (4) Making predictions about text; (5)Attending to text structure; (6) Creating summaries (oral, written, and visual); (7) Monitoring comprehension; and (8) Using fix-up strategies. The article ends with a description of how to teach comprehension strategies so students can apply them in understanding the texts they read. The instructional process occurs in two overlapping phases: explicit instruction of individual strategies, and teaching for self-regulated strategy use. (Contains 4 tables.)