This document presents diagnostic and prescriptive techniques that will enable teachers to enhance secondary school students' learning through reading in content areas. Three terms used in the document are defined in Section I: "vocabulary skills" include word attack skills, sight word skills, and word meanings; "comprehension skills" are literal, inferential, and critical in nature; and "study skills" focus on using appropriate study strategies, reading speeds, and information location and selection skills. Section II reviews diagnostic procedures that allow teachers to match appropriate materials with students' entry vocabulary and comprehension. The Cloze procedure and the use of informal reading inventories are covered. Section III presents material on vocabulary instruction, discussing guided reading strategy, vocabulary building methods, dictionary use, contextual analysis, word attack strategies, diagnosis, instructional design, and presentation. Section IV covers aspects of comprehension instruction: matching students and materials, establishing purposes, reviewing and synthesizing, and utilizing questioning methods. Study skills instruction is the topic of the fifth and final section. Subtopics presented are: utilizing organizational features, surveying the selection, using graphic aids, asking questions, adjusting reading rates, reading and reviewing the materials, using study guides and time saving techniques, and employing peer tutoring. (PGD)