Studies representative of research in content area reading provide extensive but inconclusive evidence of the extent and effectiveness of reading in the content areas. Some of the studies reviewed in this paper illustrate gains made through special instruction in reading in the content areas. They point up the need to integrate reading instruction with subject matter and suggest that the content area teachers are best equipped to teach the reading and study skills needed in their respective content areas. The other studies cited are attempts to examine the relationship between general and special reading abilities, the readability of instructional materials used in the content areas, and the efforts made in the language arts to improve content area reading. There is need for better research in teacher training, in relating subject matter objectives to reading objectives, in providing adequate materials, in grouping for instruction, in the assessment of outcomes, and in the development of guidelines for administration and supervision of content area reading programs. A list of references is included. (NS)