Because they have difficulty in processing textual material, learning disabled, limited English speaking students, and reading deficient students create special problems for all teachers. Content area teachers can help these students by using a simple three-step strategy. The first phase, labeled TALK, involves prereading, with the readers considering both themselves and the material and then "talking it over" in their minds. The second phase, labeled USE, takes place during reading, with both the students and the teacher considering how the learners will process information as they bring meaning to the printed page. The learners must consider what they will be expected to do with the material once it has been perused. The third, or postreading phase, asks students to do something MORE with what they have read. A cognitive map (or webbing) is possible as is talking over the material with members of the class. By emphasizing reading material in the classroom, teachers demonstrate that reading is an access to information and ideas. Once students realize this, teachers can design lessons and activities to help them process the material and learn the ideas. (The paper includes ideas, methods, and approaches that can be used with low ability readers.) (HOD)