Teaching reading comprehension as a process rather than a product demands new instructional techniques. As the psycholinguistic model of reading suggests, readers use prior knowledge and linguistic competence to confirm, reject, or revise predictions on the text's meaning. Methods increasing readers' consciousness of their role in the comprehension process, therefore, lead to increased reading understanding. Such methods include the Directed Reading-Thinking Activity (DR-TA), exploitation of cognitive dissonance, and sentence combining. DR-TA, which involves (1) generating predictions, (2) creating hypotheses, (3) testing assumptions and purposes, and (4) confirming, rejecting, or revising hypotheses, can enhance literature comprehension as readers learn how wrong expectations are used to produce an effective story. The perception of logical inconsistencies, cognitive dissonance, encourages rethinking of the text, thus promoting the construction of meaning. Sentence combining, which exercises the memory function and develops the ability to synthesize, teaches readers that word groups must be treated as meaning units in order to be manipulated successfully. All of these methods are well suited for aesthetic or literary reading. (MM)