We conducted theoretical analyses on reading comprehension from a behavior analytic point of view. First, reading comprehension is defined as behavioral changes that are caused by function-altering effects of reading text. Then, we inferred the conditions in which such function-altering effects might evolve. At minimum, textual, tact, and intraverbal responding are required, to the verbal stimulus in the text, ideally with equivalence relationships to what is described. Furthermore, autoclitic repertoires such as "A is B" and "if X then Y" seem to be critical for the text to have function-altering effects. Furthermore, for more comprehensive understanding, other supplemental verbal behavior, such as repetition, imagination, and looking up a dictionary seem to be effective problem-solving behavior, which could be explicitly taught. A gap between theoretical and empirical research is found in the investigation of the acquisition process of autoclitic frames, which thus calls for future research.