Teachers can improve students' content reading by preparing reading profiles in terms of student abilities, instructional material selection, and content learning objectives. These profiles should contain the following elements: orientation questions that give the teachers their present bearings; the identification of the readability levels of textbooks, weekly news magazines, and ancillary materials used in the course; the identification of student reading abilities and learning potentials; the relationships between students' past experiences, their self-concepts, and their attitudes toward the subject; the teacher's own concept of a content teacher's role; the current trends in teaching the subject area; and the reading resources currently available in the content area. As teachers fill in the reading profile for their classes, they begin to see how they can enhance learning, improve performance, develop student thinking skills, motivate students, and effect change in the subject area. (RL)