In this article, a model of intertextuality is introduced as an instructional approach for postsecondary developmental reading courses. This model involves a scaffolded, schema building approach to teaching college reading that aims to link core material (a text, a concept, or specific academic content) with supplementary texts that focus on specific topics associated with that core material. The purpose is to facilitate the building of a knowledge base on topics associated with the core material in order for students to engage on a deeper level with that core material. Two exemplar course designs are described: one at a community college and another in an alternative-admissions program in a university setting. Implications for practice and future research possibilities are included. (Contains 2 tables and 1 figure.)