Four considerations in the teaching of reading in the content areas were discussed: (1) the state of teaching itself, of reading, and of the content areas; (2) the characteristics of today's student; (3) some basic assumptions and arguments for content-area reading; and (4) steps toward implementing a content-area reading program. The author makes the following statements: (1) Critics of education claim we are failing to reach the young because we are obsessed with content and methodology geared toward cognitive learning, whereas youth culture today is affective and totally alien to cognition. (2) The media to which youth are attuned involve light, color, sound, and movement with a deemphasis on reading. (3) To make reading relevant and necessary for youth, it must be taught as a means of achieving goals which are concerned with their attitudes and values. (4) The content-area teacher is in the most favorable position for teaching both content and process whereby the material is treated in depth and reading skills are applied immediately in context. (5) Through daily contact with students, assessment can be made of attitudes and values which can be incorporated into cognitive goals. References are included. (DH)