practice and assessment, it leads to overlearning and the learned skills will become reflexive or "second nature". The teacher as reading instructor is a role model of a reader for students, demonstrating what it means to be an effective reader and the rewards of being one. Definition "The ability to understand the information presented in the written form is called reading comprehension". Comprehension is a "creative, multifaceted process" dependent upon four language skills: phonology, syntax, semantics, and pragmatics. Reading comprehension levels Reading comprehension involves two levels of processing, shallow (low-level) processing and deep (high-level) processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure, i.e. first-order logic, and their associated sounds. This theory was first identified by Fergus I. M. Craik and Robert S. Lockhart. Comprehension levels are observed through neuroimaging techniques like functional magnetic resonance imaging (fMRI). fMRI is used to determine the specific neural pathways of activation across two conditions, narrative-level comprehension, and sentence-level comprehension. Images showed that there was less brain region activation during sentence-level comprehension, suggesting a shared reliance with comprehension pathways. The scans also showed an enhanced temporal activation during narrative levels tests indicating this approach activates situation and spatial processing. In general, neuroimaging studies have found that reading involves three overlapping neural systems: networks active in visual, orthography-phonology (angular gyrus), and semantic functions (anterior temporal lobe with Broca's and Wernicke's areas). However, these neural networks are not discrete, meaning these areas have several other functions as well. The Broca's area involved in executive functions helps the reader to vary depth of reading comprehension and textual engagement in accordance with reading goals. Vocabulary Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material. It has been shown that students with a smaller vocabulary than other students comprehend less of what they read. It has been suggested that to improve comprehension, improving word groups, complex vocabularies such as homonyms or words that have multiple meanings, and those with figurative meanings like idioms, similes, collocations and metaphors are a good practice. Andrew Biemiller argues that teachers should