Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading, think While reading, think After reading (TWA) strategy, by integrating instruction for writing, language development, and prompted discourse into the instructional framework. Researchers have found positive performance effects following SRSD for TWA instruction across reading comprehension and language measures, oral and written summarization, oral and written retelling, and informative essay writing. Findings from 8 empirical studies have provided insights for research and practice. (Contains 1 table, 3 figures, and 3 footnotes.)