Literacy researchers operating from poststructuralist theoretical perspectives have too often talked past and against issues of concern to teachers and policy-makers (such as reading comprehension) rather than addressing them in productive ways. In response to this concern, the author uses poststructuralist sensibilities to critique and build on traditional approaches to reading comprehension. The author engages in processes of deconstruction, resituating, and rewriting to trouble and reimagine the instructional texts or storylines of comprehension strategy instruction, and draws on examples from her research to illustrate how teachers may engage students in these same processes in their classrooms. (Contains 3 notes.)