Teachers must provide students with reading comprehension strategies that can be applied repeatedly in all learning settings. A reader may not possess this ability naturally and must be taught to cognitively process the words read and then take what was processed and draw a meaning based upon the reader's prior knowledge and personal experience. It is important to teach reading comprehension strategies to recognize words and comprehend what the words being read actually mean learning must go deeper than a connection between written words and the eyes identifying those words. Rather, the challenge for teachers is to understand how to utilize purposeful reading comprehension strategies in instructional settings ( Vaughn and Massey, 2019). Convincing educators to use various reading comprehension strategies across other content areas to increase learning is not an issue. In elementary and middle-school classrooms, it would not be easy to find teachers who do not believe this statement to be true ( Alvermann and Moje, 2019). The idea that “ Every teacher is a reading teacher” is commonly accepted in the education world. The full terms of this licence may be seen at. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Published in Journal of Research in Innovative Teaching & Learning.
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