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Story Comprehension To Go®
Ages: 7-10   Grades: 2-5

Develop reading comprehension for grades two through five with this big book of illustrated reading passages that targets nine language skill areas.      


  • Achieve goals in nine reading comprehension skill areas
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Each ten-story unit (90 stories total) targets a language skill critical to improving reading comprehension.  The skill areas are:

  • Vocabulary and Semantics—use the context of the story to describe actions; use synonyms, antonyms, and adjectives; and give definitions
  • Sequencing— focus on what happened first, next, and last in the story, then answer before and after questions
  • Comparing and Contrasting—attend to critical attributes of items to compare and contrast them
  • Exclusion—explain why something would not happen or why an action or event did not occur
  • Problem Solving—identify the problems, the character's solution to it, and a better solution from a list of three
  • Characters and Actions—understand the actions and motives of the characters in the story
  • figurative language—understand the abstract meanings of figurative language in the context of a story
  • Conclusions and Inferences—identify and use the information in the story to make educated guesses about what is going on and why
  • Paraphrasing and Summarizing—students say information in their own words and summarize information

Each three-page lesson consists of a one-page illustrated story followed by comprehension questions similar to those found on classroom and national tests.  The first set of questions is about the story's main idea and details.  The second set of questions target the unit's specific skill area.  Each lesson concludes with a prompt for the student to ask a question or complete a brief writing assignment related to the story. 

The stories are divided into three readability ranges: 2.0-2.9, 3.0-3.9, and 4.0-4.9.

Copyright © 2003

285 pages, answer key

Thank you!  Rarely have I found an educational resource which I can recommend to fellow educators without hesitation.  Your company is such a resource.  I started using Story Comprehension to Go last year.  The short selections are perfect for my lower level students and also for my more advanced ESL students.  It's nice to have so many "people" helping me as I teach.  In this profession, help is sometimes a rarity.

Joan Holshouser, Teacher
Durham, NC

  • Instruction of text comprehension can help children become independent, self-regulated, thinking readers (NRP, 2000).
  • Summarization is a skill which helps students identify main ideas, generalize what they've read, and recall information needed to answer comprehension questions (NRP, 2000).
  • SLPs play a direct role in the development of literacy for children with communication disorders (ASHA, 2001).

Story Comprehension To Go incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents. [Position Statement]. Available from

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction—Reports of the subgroups. Retrieved February 11, 2009 from


Rosemary Huisingh, Linda Bowers, Paul F. Johnson, Carolyn LoGiudice, Jane Orman


Our lively team of speech-language pathologists and educators includes LinguiSystems owners and employees.  We collaborated to develop Story Comprehension To Go.  Together we have many years of experience in working with students to boost their language, thinking, and reading skills.  We share a zest for life and a passion for high-quality instruction for all students.  We hope the materials we present reflect our philosophy.


Story Comprehension To Go was developed for students in grades 2-5, especially those who have difficulty with reading comprehension tasks.  It includes numerous brief reading passages with reading comprehension questions for each one.  This resource does not address decoding; it highlights essential reading comprehension tasks, including these:

  • detecting the main idea
  • recalling details
  • vocabulary and semantics
  • comparing and contrasting
  • exclusion
  • problem solving
  • characters and actions
  • figurative language
  • predicting making inferences
  • drawing conclusions
  • paraphrasing
  • summarizing

The readability of the passages is controlled, based on the Flesch-Kincaid readability statistics.  These statistics were revised in 2002 and yield a higher grade level in most cases than the previous ones.  The range in readability is from grade levels 2.0 through 4.9.  Each section includes ten passages with the following readability ranges:

  • Passages 1-4: Readability 2.0-2.9
  • Passages 5-8: Readability 3.0-3.9
  • Passages 9-10: Readability 4.0-4.9

The question pages for each passage also ask students to formulate questions about what they have read.  The last task for each passage is a related writing prompt.

Use these passages for groups of students or individuals.  Photocopy the material so each student has a copy.  Encourage your students to highlight or underline key information as they read each passage and to jot down any questions they have.

Research proves that repeated readings improve reading comprehension and that three readings are usually sufficient repetition for a student to grasp the content, assuming a passage is at or below the student's reading competency level.  We recommend training students to read a passage three times for adequate comprehension before trying to answer the comprehension questions.

The reading comprehension questions are similar to those found on classroom and national reading comprehension tests.  Have your students read each possible answer for the multiple-choice questions before they select their answers.

The answers for most of the comprehension questions are listed in the answer key in the back of this book.  In some cases, the answers are just examples of appropriate responses.  Accept all logical responses as correct.

As you present this information to your students, model your own reading comprehension strategies.  Talk about ways to rescan a passage to find key information and other tips that will help your students improve their reading competence and confidence.

We hope you will find this book a welcome resource to help students understand and find satisfaction in what they read.

Rosemary, Linda, Paul, Carolyn, and Jane