Historically, researchers have agreed that reading involves two different processes: decoding or perception of the printed word and comprehension or understanding the meaning of the printed word. They also have agreed that understanding text is the ultimate goal of reading. Accordingly, the expert reader is defined as a rapid decoder with a large vocabulary, phonemic awareness, knowledge about text features, and a variety of strategies for comprehension and memory, whereas the novice reader often focuses on decoding single words, does not adjust his or her reading for different texts or purposes, and seldom looks back or ahead to monitor or improve his or her comprehension (Baker & Brown, 1984). The development and knowledge of various strategies and skills are crucial to students' ability to read and understand text, but the development and knowledge of strategies does not ensure the use of strategies (Paris, Lipson, & Wixson, 1983).