Many children who do not have trouble learning how to read do have trouble understanding what they read. Yet surprisingly, comprehension instruction did not receive much attention from reading professionals until the 1970s, with the arrival of the cognitive revolution. Having renounced behaviorism, psychology’s new cognitive paradigm defined mental activity in terms of information processing and viewed comprehension as the integration of information from a wide variety of sources. Applied to reading, comprehension is seen as a product not only of the information presented on the printed page but also of the reader’s prior knowledge. Despite its importance, true comprehension instruction is still not widely offered to children in the primary grades. But young children can benefit from explicit comprehension instruction (Meyer & Wijekumar, 2010; Williams, 2003), and teaching them about the ways in which text is structure is a promising focus for such early instruction.