This report addresses the state of the art of research on teaching reading comprehension by (1) describing the nature and distribution of research in teaching reading comprehension in the context of stated or implied instructional goals; (2) considering issues of methodological significance as they emerge; and (3) suggesting some reasonable guidelines for future research in accord with rising research interests and alternative approaches to investigation. The literature on teaching reading comprehension is reviewed in terms of two questions: With whom, in what situations, and in what ways does teaching improve reading comprehension? and How should research in the area proceed? The two main sections of the report discuss increasing learning from text/prose, and increasing ability to learn from text/prose. The third and fourth sections explore the future of the field. (HTH)