Reading is fundamental to learning from textbooks and other written materials in all content areas. Unfortunately, most children are brought up on a diet of narrative literature, but by the time they get to third grade, their textbooks are mainly informational (expository) instead of narrative, and sentence structures evolve from simple to compound and complex. This movement from narrative to informational text poses problems particularly for marginal or below-grade level readers because reading for content knowledge requires the use of different strategies than reading narrative text (Spor & Schneider, 1999; Vacca & Vacca, 2001). In this article, the author discusses the significance of strategic reading in increasing the reading comprehension of those who read below grade level and enhancing the reading ability of those who read at or above grade level. Strategic reading involves strategies that students use before, during, and after reading to better comprehend and remember what they read. Rather than use three different strategies--one before, one during, and one after reading--she recommends that teachers model and students use the same strategy before, during, and after reading. Four reading strategies--Anticipation Guide, Quick Writes, Text Impressions, and Graphic Organizers--are also discussed. When teachers model and students use these strategies, students have a better chance to learn content in all subject areas. (Contains 3 figures.)