Student's underachieving in reading comprehension has become chronic, habitual, and a well-documented characteristic of public education. Schools' lack of success in this core academic competency is especially alarming in light of a decades-long growth of investment in reading comprehension research and instruction. The article highlights the reading methods introduced in the early-mid part of the 20th century, that had as an objective students applying the knowledge they have gained through verbal communication to comprehend texts they read at school (value-neutral) vs. methods introduced that must prepare students for reading intellectually advanced texts during the latter portion of the 20th century (value-judgment). The author proposes that the key to enhancing students' reading comprehension is a moving away from value-neutral learning to value-judgment. It is this understanding that helps students to situate their reading and integrate it with their informal education at home and in the community.