More than twenty years ago reading researchers sought to capture the behaviors good readers demonstrated to make meaning from their reading. By shifting the focus away from what was wrong, researchers were able to study and discuss what worked. A comprehensive list of reading strategies emerged from this research. This was an important discovery. Defining literacy shifted from the ability to read words on a page to the ability to draw conclusions about meaning. The research showed that reading strategies can be taught through practice and reinforcement in the classroom. When Caroline Messenger discovered how reading strategies improve comprehension (Olshavsky 1976; Robb 2000; Harvey and Goudvis 2007) she realized these strategies could help her create interventions that help her students become better readers.