Reading ComprehensionIn any interaction with a text, the text is virtually useless unless the reader can understand its meaning. Because narrative, expository, and poetic texts all have different reasons for being written and different forms of text presentation, different strategies are needed to understand these texts. There are also many reading strategies that can be used for all of these types of text. To describe strategies that help develop activities that facilitate the understanding of narrative, expository, and poetic texts, it is necessary to first understand what understanding means. so we need a better understanding of how the human brain works. “Comprehension is a creative, multifaceted thinking process in which students interact with text,” Judith Irwin (1991) defines comprehension as a process of the reader using previous experiences and the author's text to construct meaning that is useful to that reader for a specific purpose. ” (Tompkins, 2010, p. 258) With both of these definitions of understanding they use the word process in the definition. The use of this word implies that understanding is not immediate and there is a process that can be used to achieve it. This process uses both the working memory and the long-term memory portion of the Brian, and a brief understanding of this process is essential. There is a limit to what a person can hold in short-term memory and the strategies used to teach understanding must take this into account. By using strategies that limit the amount of information used in short-term memory, the student can process this information and arrive at a better understanding of what he reads. The goal of reading is to put the understanding of what... ... center of paper...... of English Language Arts. London: Routledge, Retrieved from: http://library.gcu.edu:2048/login?qurl=http%3A%2F%2Fwww. credoreference.com/entry/routengart/comprehensionJulie Coiro, J.C. (2011). Assessment frameworks for teaching and learning EnglishLanguage arts in the digital age. Handbook of Research on Teaching English Language Arts. Retrieved from: http://library.gcu.edu:2048/login?qurl=http%3A%2F%2Fwww.credoreference.com/entry/routen gart/assessment_frameworks_for_teaching_and_learning_english_lingual_arts_in_a_digital_ageSweller, J. (2005). Learning aids and strategies. Encyclopedia of cognitive science. Retrieved from: http://library.gcu.edu:2048/login?qurl=http%3A%2F%2Fwww.credoreference.com/entry/wileycs/learning_aids_and_strategiesTompkins, G. E. (2010). Literacy for the 21st century A balanced approach. Boston: Pearson.