Focusing on research from the mid-1920s to the mid-1980s, a study examined the published content analyses of college reading texts from the standpoints of methodology employed by various writers, specific information presented in respective content analyses, and observed trends in content presentation that have emerged since the mid-1920s. Examination showed that content analyses of college reading materials issued before 1975 focused on studies analyzing the overall content of a text, and studies analyzing specific skills or subskills presented in a text. Contemporary content analyses concentrated on the perspectives of theory/research-driven analysis and curricular-driven analysis. Analysis revealed the following conclusions: (1) a consensus across texts as to what constituted effective study methods did not exist; (2) research evidence for most of the advocated techniques was missing; (3) adequate instruction and practice for presented skills and subskills were limited in scope and validity; (4) transfer value of many practice activities to actual postsecondary reading and study tasks was in question; and (5) reliance on impressionistic evidence rather than research and statistical evidence was the norm. Furthermore, the findings of the early content analyses did not seem to influence the authors of contemporary college reading texts. (Two tables of data are included, and a master list of college reading and learning assistance technical reports and 33 references are appended.) (MM)