Impelled by students' difficulties to learn new concepts from assigned readings, this paper examines effective literacy instruction in their respective classrooms. By targeting three linked areas of concern: students' motivation to read assigned texts, the learning strategies students bring to their reading experiences, and students' abilities to comprehend and apply information from assigned reading. Recent research in the target areas was reviewed, and two surveys, one each for instructor and student, were developed to gather information on students' reading habits and attitudes, as well as information on instructional methods. The survey data was used to make informed decisions on how best to revise curricula in order to help students become independent synthesizers, organizers, interpreters, and appliers of information gained from content area readings. This paper presents an overview of survey findings and makes recommendations, one of which is that future research should focus on the nature of the literacy attitudes, habits, abilities, and understandings that students bring to college. (Contains 36 references.) (EMH)