Teachers and parents can support reading comprehension by fostering language development through a variety of activities, such as reading aloud, engaging in discussions, and exposure to diverse text.

But before all he honed skills are set, before any reading is even begun, children will start to look at the pictures while someone reads, learn that pages turn over and from left to right. Recognition of these blocks of letters (words) have spaces between them and have some meaning attached to them. Children will begin to notice that some letters seem bigger than others and that the words are in a line with some other symbols included that are not letters (punctuation marks).

All of these things can be recognized and noticed even before reading instruction begins. These observation will help with the understanding of the rules print must follow.

Though the word pragmatic or being pragmatic is used to mean  be practical, and with regard to reading comprehension, it represents the skills beyond the literal meaning of words and sentences in print (the simplest meaning).  Pragmatism in reading means to understand the words and sentences in the most logical and meaningful way with regard to the current context with which the words are surrounded.   A reader can to read between the lines and understand what the author's meaning is supposed to be.

The reader can weave in and fill in much more into the story because he or she can understand both the literal meaning of the words and the perspective of the words based on the theme and location of the story. 

As teachers were can help develop better pragmatic reading skills by first making sure students understand the goal of having pragmatic reading skills.  It is a fairly nuanced concept and will need some good strategies of explanation.  Talk about implied meanings and social cues that are used everyday.  Many we don't even notice. 

Explain and model of to read and think (out loud, i necessary) how thinking of question to ask about the words being read. Discuss why we know certain things, why we make certain inferences and how our background and cultural knowledge helps us better understand the words.  
Being sheltered in life and explanations definitely hinders this process.

If there are cultural references it he story, discuss these with your student - provide an opportunity to expand their knowledge to be better able to spot cultural differences in languages.  

When discussing stories or text with the class, teaches can ask for opinions on how students and interpreting a character's motivation, emotions and actions.

It's always good to give an opportunity for making predictions - Where do students think the story is heading, and why?  What text gave them that idea?

Many more ideas and understanding of meaning can be developed by introducing any real-life comparisons and writing reflective journals to log how they feel they came up with their interpretations. What influenced their thinking?

Chomsky believes that language is biologically and innately inherited.
Chomsky disagreed with Skinner's theory and proposed that we are innately wired to understand out language and that all language have a significant amount of similarities in rules and grammar that are universally followed.

Please note that while Chomsky has had a significant impact on language development research, his theories are being looked at and in some cases revised.

Chomsky N. (1986). Knowledge of language: Its nature, origin and use. New York: Praeger.

Children learn language based on behaviorist reinforcement principles by associating words with meanings.

An example of this is seen when a toddler utters a word, "bot bot, " (my own son's word for bottle) and the parent hands a bottle to the child, this will become a reinforced learning situation. he parent may even correct "bot bot" for bottle.  Or if the child does not utter anything but gestures towards a bottle, the parent may hand it over while saying, "bottle."

Skinner, B.F. (1957). Verbal behavior. Acton, MA: Copley Publishing Group.

Theory of Sociocultural Theory of Cognitive Development
Vygotsky's research ascertained that it is not innate and innate abilities that contribute to language development but a child's cultural and social upbringing that contributes to language development. It is the surrounding adults that are important because they provide the activities needed to engage the child.  lack of meaningful and challenging activities would mean an inadequate development in in language skills.

Vygotsky, L. S. (1962). Thought and language. Cambridge MA: MIT Press.

Source: https://speechify.com/ (2022)

Keep in mind, the forms and programs you use will most likely be determined by your school district and monitored by your school's reading specialist.