give out topic-related words and phrases before reading a book to students, teaching includes topic-related word groups, synonyms of words, and their meaning with the context, and he further says to familiarize students with sentence structures in which these words commonly occur. Biemiller says this intensive approach gives students opportunities to explore the topic beyond its discourse – freedom of conceptual expansion. However, there is no evidence to suggest the primacy of this approach. Incidental morphemic analysis of words – prefixes, suffixes and roots – is also considered to improve understanding of the vocabulary, though they are proved to be an unreliable strategy for improving comprehension and is no longer used to teach students. History Initially most comprehension teaching was based on imparting selected techniques for each genre that when taken together would allow students to be strategic readers. However, from the 1930s testing various methods never seemed to win support in empirical research. One such strategy for improving reading comprehension is the technique called SQ3R introduced by Francis Pleasant Robinson in his 1946 book Effective Study. Between 1969 and 2000, a number of "strategies" were devised for teaching students to employ self-guided methods for improving reading comprehension. In 1969 Anthony V. Manzo designed and found empirical support for the Re Quest, or Reciprocal Questioning Procedure, in traditional teacher-centered approach due to its sharing of "cognitive secrets". It was the first method to convert fundamental theory such as social learning into teaching methods through the use of cognitive modeling between teachers and students. Since the turn of the 20th century, comprehension lessons usually consist of students answering teacher's questions or writing responses to questions of their own, or from prompts of the teacher. This detached whole group version only helped students individually to respond to portions of the text (content area reading), and improve their writing skills. In the last quarter of the 20th century, evidence accumulated that academic reading test methods were more successful in assessing rather than imparting comprehension or giving a realistic insight. Instead of using the prior response registering method, research studies have concluded that an effective way to teach comprehension is to teach novice readers a bank of "practical reading strategies" or tools to interpret and analyze various categories and styles of text. Reading strategies There are a variety of strategies used to teach reading. Strategies are key to help with reading comprehension. They vary