Since a review of the literature shows that reading comprehension is primarily a reasoning, thinking process, a procedure called P. L. O. R. E.--an acronym for predicting, locating, organizing, remembering, and evaluating textual material--is suggested as offering a sound theoretical framework on which to base active comprehension instruction. Examples are given of ways to teach each step that will make reading comprehension an active process. Teacher modeling of active comprehension procedures as opposed to teacher questioning for factual recall is suggested as a valuable method for teaching comprehension. (MKM)