A secondary school remedial reading instructor developed activities in an effort to turn the reading lab into a learning-how-to-learn-from-the-text lab. The objectives of the two consecutive reading lab courses were to increase writing, listening, and speaking skills, as well as reading skills. The first activity was designed to help students shift from conversational language to formal speech by means of an oral book report. When the students reached the second course, they could compose with smoothness and self-confidence. The second activity was designed to help students "engage" with the text by analyzing a troublesome workbook page and then composing a letter to the publisher explaining the problems and suggesting improvements. The students became more critical readers and thinkers about their reading strategies. The third activity was designed to help students learn summary skills in reading. The students read articles from a reading journal, summarized the article from the persona of the author, then wrote expository letters to the author. Students became more knowledgeable about the skills needed for better comprehension, and about their specific reading problems. (HTH)