ABSTRACT This article argues that decades of research provide robust evidence for a sociocultural approach to teaching reading comprehension, yet implementation of this approach has been slow and uneven. The sociocultural approach situates students' cultural, linguistic, and personal knowledge at the heart of their meaning making with texts. The article identifies five core practices that teachers can use to take advantage of these social and cultural resources. These practices include focusing on relevant and authentic reading comprehension tasks; using varied texts; supporting respectful and responsive social interactions; encouraging collaboration to deepen text understanding; and providing strategic reading comprehension support to enhance students' reading practices and develop their independence. Each practice is illustrated with research and getting started tips that show how these approaches can be enacted to transform classrooms into inclusive spaces where all learners can thrive as capable readers and meaning‐makers.
Hinchman et al. (2026) studied this question.