The RfU studies discussed in this report can best be characterized as “basic” research designed to refine existing models of comprehension and inform the development of instructional interventions and assessments. The development of diagnostic assessments and effective interventions for students with comprehension difficulties depends on such knowledge. Nevertheless, where possible, implications for practice—assessment and instruction—as well as future research, are discussed.

This chapter is organized by major insights related to the following themes:

• Models of reading comprehension and the adequacy of the SVR as an explanation for reading comprehension;
• The structure of language and its relationship to reading comprehension;
• Cognitive skills and dispositions in relation to reading; and
• Text characteristics, genre knowledge, and reading comprehension.