Most reading interventions within a response-to-intervention model focus on remediating code-based deficits. This article describes a small-group comprehension intervention that was implemented with three fourth- and fifth-grade students who demonstrated difficulties with reading comprehension but acceptable reading fluency. The intervention involved teaching the students specific strategies including prediction, summarization, activation of prior knowledge, question generation, and clarification. Students were also taught strategies to understand inferential comprehension questions. The format, procedures, and evaluation of the intervention are described in detail. Evaluation data suggested that the intervention was successful.