Aim: This position paper illustrates prominent theories of reading comprehension and considers how these models have informed reading instruction within the classroom. It then considers how reading comprehension can be supported by educational psychologists (EPs). Methods: This paper presents five sociocultural models of reading comprehension. These models are discussed and used to inform EPs' understanding of effective reading comprehension instruction. Findings: Metacognitive and sociocultural models provide clues that can enhance EPs' understanding of what potentially makes the reading process break down and how reading can be supported within the classroom. Limitations: There are many models of reading comprehension; a comprehensive study of all would not be feasible within the scope of this paper. Discussion/Conclusions: This study offers seven recommendations regarding reading instruction and how EPs can support schools.