This paper describes Directed Activities Related to Text (DART), procedures that were developed and are used in the Reading for Learning Project at the University of Nottingham (England) to enhance learning from texts and that fall into two broad categories: (1) text analysis procedures, which require students to engage in some form of analysis of the content or language of a stretch of continuous discourse; and (2) text reconstruction activities, in which the students' tasks are to "reconstruct" texts that have been modified in some way (by the deletion of certain words or by scrambling the order of segments of the discourse). In describing the rationale for both types of reading activity and in explaining the important differences between the two types of procedures, the paper offers examples of texts and text-based activities used with students in secondary schools in England. Transcripts of student discussions of texts are also presented to illustrate how the DARTs work. (RL)