Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?

Despite robust evidence of effectiveness, many teachers struggle to implement research-based recommendations reading instruction into everyday practice. This study examined naturally occurring text-based in 237 lower secondary language arts lessons 62 different classrooms from Norway and Sweden. Using both quantitative qualitative approaches, we found that explicit strategy cognitively challenging tasks were rare even did focus on deep comprehension text. We also identified some the distinct challenges (or missed opportunities) characterize comprehension-oriented instruction. These findings provide critical insight relevant areas future professional development for teachers.