Content area reading comprehension and writing have been a challenge for children in the U.S. schools for many years as evidenced by state and national assessments. One promising solution to the problem is text structure based instruction that promotes strategic selection, encoding, retrieval, and use of information for myriads of activities within the learning environment and beyond. The text structure based instruction has been researched extensively since 1975 (Meyer, 1975; Meyer, Brandt, and Bluth 1980; Meyer, Middlemiss, Theodorou, Brezinski, McDougall, and Bartlett 2002; Meyer, Wijekumar, Middlemiss, Higley, Lei, Meier, and Spielvogel 2010; Williams, Hall, Lauer, Stafford, DeSisto, and deCani 2005; Williams, Stafford, Lauer, Hall, and Pollini 2009) and has received considerable attention with the adoption of the Common Core State Standards by many states. The goal of this panel presentation is to showcase how text structure instruction can be designed for early and upper elementary school children and middle grade students. Brief descriptions of each presentation are provided and all other sections of the structured abstract presenting information about the large scale randomized controlled efficacy trials on the web-based intelligent tutoring system for the structure strategy (ITSS). ITSS is a web-based intelligent tutoring system designed to provide modeling, practice, assessment, scaffolding, and feedback to the learner. The study also posed exploratory questions to study whether the effect of ITSS delivered instruction about the structure strategy on reading comprehension varies depending on other factors, such as gender, initial reading comprehension proficiency, and locale. Children in the ITSS classrooms at all grade levels statistically significantly outperformed the children in control classrooms on all researcher designed measures of reading comprehension (e.g., comparison main idea quality, signaling word knowledge). Tables and figures are appended.