This report provides a detailed account of a three-year project that sought to determine how average and above average ten- and fifteen-year-old readers in Great Britain actually used reading in school. The 11 chapters cover the following topics: the origins, background, and development of the project; the differences between spoken and written language; comprehension and comprehension tests; assessing the readability of school textbooks; the incidence and context of reading in the classroom; reading for homework; topic work with first-year secondary pupils; reading laboratories; improving reading through group discussion activities; current school practices; a summary and conclusions of the project; and a note on statistics. A bibliography and lists of tables and figures are appended. (FL)