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The process of reading comprehension is not simply that of reading words.

The causes of reading comprehension failure are complex, and the instructional solutions to this failure are equally complex. The teaching of comprehension requires the explicit instruction of a number of comprehension sub-skills, including semantics (vocabulary), syntax (sentence structure), grammar, punctuation, language skills, general knowledge, self-monitoring skills, thinking skills and various question types organised on a number of difficulty levels.

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