Intended for secondary school content area teachers, this book provides a sequence of steps through which classroom content area reading programs can be developed. The chapters discuss the following: (l) four methods of diagnosis for content area reading; (2) a procedure for assessing the richness of retellings; (3) approaches to content area reading instruction; (4) whether content area reading teaches content area learning; (5) readiness to read content area assignments; (6) individualizing reading assignments; (7) selecting instructional materials for content area reading; (8) clarifications, validity, and extension to level 17 of Fry's Readability Graph; (9) some readability cautions for the content area teacher; (l0) merging reading skills with content area objectives; (11) vocabulary strategies; (12) text organization pattern guides; (13) precis writing for promoting vocabulary development; (14) skimming and critical reading; (15) graphical literacy; (16) committees for developing a secondary reading program; (17) a junior high study skills unit; (18) reading skills through social studies content and student involvement; (19) differentiating behavioral objectives and behavioral processes; and (20) functional reading in competency programs. (HTH)