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Although much has been written about reading comprehension in the last twenty years, theories defining the comprehension process, and strategies on how to teach it still pique the interest of educators. This article addresses the negative effects of poor decoding on reading comprehension, and reviews various strategies that have been used with poor readers to successfully compensate for the problem. It is proposed that the extensive exposure to printed discourse, and the phrase and sentence reading provided students in these successful remediation strategies are keys to improving the comprehension of poor readers.

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