Abstract
This article describes intervention techniques for facilitating adolescent expository text comprehension that uses a blended approach, combining content instructional techniques with the use of facilitative strategies. The suggestions in this article are based on informal review of the literature and the author's clinical experience. An adolescent student recovering from an acquired brain injury is introduced, and examples from one component of his rehabilitation program are used to illustrate intervention targeting expository text comprehension with adolescents. Three principles of intervention are summarized and illustrated with examples from the student's intervention: analyzing text demands, combining content intervention with the teaching of text comprehension strategies and processes, and extending intervention across sessions and textbooks. A summary of the student's progress shows gains in understanding complex texts.