Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. The analytical and reasoning skills necessary to demonstrate reading comprehension can be systematically taught by analyzing the verbal and investigative repertoires involved and then arranging instructional contingencies designed to build and extend those repertoires. This paper describes the programing of such contingencies, drawing from the conceptual foundation outlined for reading comprehension (Layng, Sota, & Leon, 2011) and the analysis of the repertoires involved (Sota, Leon, & Layng, 2011). (Contains 15 figures.)