Agriscience is facing pressure to document and contribute to student achievement in math, science, and reading. Agriscience teachers may be able to foster student reading and comprehension through utilization of research-based reading strategies to further develop literacy in and about agriculture. Building on Dunkin and Biddle's (1974) model of the study of teaching, this synthesis of research proposes areas of inquiry regarding the teacher and context variables associated with reading. Teachers influence reading in agriscience through personal reading habits, expectations for reading, attitudes toward reading, and knowledge of and preparation in reading strategy use. Contextual variables include the student, environment, and text. Students enter agriscience classes with differing reading ability, interest, prior knowledge, prior reading, motivation, age, and experience. They encounter texts in the home, classroom, and school environments. Texts are comprised of varying readability, vocabulary, structure, content, and selection, all of which impact comprehension. (Contains 1 table and 1 figure.)