A functional approach to reading was investigated in seventh grade social studies classes to determine the effectiveness of guiding students in the adaptation of two essential comprehension abilities needed to read the text materials. Specifically, the investigation evaluated the use of reading guides prepared to aid students in the recognition of patterns of organization in text materials and in making interpretations about their readings. A sample of students heterogeneously grouped according to classes was used to investigate the reading strategy. Part 1, conducted over one month's time, pitted direct, skills-centered instruction in reading class against a strategy of functional reading in social studies. Part 2, conducted over six month's time, evaluated the extent to which the same strategy facilitated students' acquisition of content, social studies achievement, and general reading achievement. It was concluded that through prepared guide materials, functional instruction in the reading of textbook selections can be valuable in a social studies class. The study also suggests a reevaluation of current approaches to reading instruction at the secondary school level. (TS)