Reading strategy instruction related to expository text in the elementary grades continues to be significant, especially in the content areas such as science. Researchers have concluded that when teachers infuse reading strategies into the classroom, student performance and learning also increase (Forget & Bottoms, 2000; McKenna & Robinson, 2002; Meltzer, 2001; Moore, et al., 1999; Snow, 2002; Tomlinson, 1995; Vacca, 2002). Strategy instruction helps "students develop independent strategies for coping with the kinds of comprehension problems they are asked to solve in their lives in schools" (Pearson, 1982, p. 22). Students in elementary grades require teacher assistance to acquire strategies to comprehend expository text before they leave third grade. Teachers can model the strategies that will help their students with understanding specific vocabulary or use other background knowledge that will help students comprehend the information that is used in expository text materials in the early grades.
