The aim of this article is twofold. First, it provides a general overview of reading compre­hension by outlining classic models of single-text comprehension and more recent models of multiple-text comprehension and sourcing during reading comprehension. Second, the article highlights important sources of individual differences in reading comprehension with a particular focus on identifying sources of comprehension difficulty. The article con­cludes with open questions and potential future directions. [Printed from the Oxford Research Encyclopedia, Education.]