A large body of research (Clay 1991; National Reading Panel 2000; Pressley 2000; Courtney & Abodeeb 2001) on young readers reveals that most children do not know how to check their understanding as they read, nor do educators give them the strategies to do so. Comprehension is the process of constructing meaning while interacting with text. Metacognition is thinking about thinking--knowing what we know and what we don't know--and that skill entails both conscious awareness and conscious control of one's learning. Strategies are cognitive, in-the-head processes that are learned through scaffolded teaching to foster success in reading.