Four models for teaching students how to interact more effectively with text at the junior high, high school, and university levels are reviewed in this paper. Each model emphasizes one or more of the following classroom components and their interactions--student resources, text characteristics, tests or course goals, and instructional strategies. Statements of purpose, specific objectives of the program, installation procedures, and evaluation methods and results are provided for each of the models described. Results indicate that all four models were successful in some ways. Each had in common a long time duration; this time requirement is necessary because instructors need the time to learn how to comprehend and incorporate the instructional models' complex components into their instruction and students need the time to acquire, habituate, and use instructional strategies for learning from text. (HOD)