Reading is an essential condition for students’ academic success, but the results of recent international surveys highlight students’ low level of reading comprehension in the Wallonia-Brussels Federation. In addition, it seems that students from socioeconomically and culturally disadvantaged backgrounds have the lowest scores in reading. Considering the central role of reading proficiency in the development and functioning of individuals, the situation is worrying and it seems that no solution has been found so far. The aim of our project is to understand how reading comprehension can be improved and to test implementable interventions in classrooms. In particular, we will study the effect of daily individual reading practice on reading motivation and on reading comprehension. Furthermore, we will compare the impact of two methods of teaching comprehension, namely explicit teaching of comprehension strategies and reciprocal teaching.