Reading comprehension is the capacity to perceive and understand the meanings communicated by texts (Wilhelm, 2014). However, reading comprehension does not come naturally, comprehension always attends what is coded or written
in the text, but it also considers the reader’s background, existing
knowledge and experiences, purposes, and needs of the moment (Wilhelm, 2014). I have talked about the significant characteristics that good readers do when they read. Duke and Pearson (2002) stated that given knowledge about what good readers do when they read not only can help students acquire the strategies and processes adopted by good readers, but also improve student’s overall comprehension of text, “both the texts used to teach the strategies and texts they read on their own in the future” (p. 206). I now would like to introduce the theories and a number of explicit techniques that students can be taught for helping students acquire productive comprehension skills and strategies which can help students become truly solid comprehenders of many kinds of text (Duke & Pearson, 2002).