What do your readers need to become GREAT comprehenders?
Most comprehension instruction revolves around teaching a multitude of Comprehension Strategies. Do a Google search for 'Teaching Comprehension' and all you get are the strategy lists. But the research and our own personal experience tell us that strategies are NOT NECESSARILY the starting point.

"Good evidence suggests that important aspects of reading comprehension and inference generation happen automatically .... but readers can also deploy strategies to support comprehension. 
Cook, Anne E., and Edward J. O'Brien. "Passive activation and instantiation of inferences during reading." (2015).

So strategies are important, We call them 'Stop-and-think-about it' metacognitive actions that the reader employs to embellish and enhance comprehension or to problem-solve comprehension difficulties.

BUT, these are preceded by a skill set that generates an automatic level of basic comprehension.

From birth our learners have been building a sophisticated understanding of oral language and how it works. They intuitively use their knowledge of the world, vocabulary, language structure, and inference (Scarborough's Rope) to construct meaning from the oral language that they are exposed to.

NOW that they are being confronted with written language, they must learn to transfer this automatic skill set into written text.

Our Point of Difference
SharpReading Stage 3 addresses this 'in-the-moment' processing that is the foundation for quick accurate comprehension BEFORE embarking on the metacognitive use of strategies (Stage 4) and Critical Thinking (Stages 5&6).

"Very motivating, the kids LOVE it. Teachers have real clarity and the lesson preparation time is minimal!!!"