In a synthesis of literature on reading in mathematics, it was noted that there is a broad basis of research in this area on which to base instruction of definite reading skills important in arithmetic achievement. It was stressed that the vocabulary of arithmetic texts runs at readability levels higher than the performance levels of students in the grades in which the books are used and that the vocabulary of arithmetic texts does not greatly parallel or overlap that of reading texts; thus children must be taught special word attack skills and vocabulary for arithmetic comprehension. They must recognize that verbal arithmetical material is conceptually packed with a high density factor which requires at least three kinds of reading adjustment: adjustment to a slower rate than that used for narrative materials, varied eye movement including types of regressive eye movements, and intentional rereading. Two or three sets of symbolic meaning may be involved within one context; thus a student's vocabulary must include technical words, signs, and symbols. All of this requires an attitude of aggressiveness and thoroughness; the student must read to grasp the total idea and the sequence and relationship of ideas. Specific attack steps, tables, and a bibliography are included. (BT)