Difficulties inherent in the reading of mathematics at secondary and college levels are discussed. Special emphasis is placed on the reading of arithmetic numerals, literal numbers, operational symbols, and expressions of relationships, as well as the reading of technical vocabularies and specialized meanings of general words. While each mathematical field has its own symbolization and terminology or shares those with others, they may already be or may become at the same time obstacles toward efficient reading in that content field. To seek remediation and, ultimately, prevention of mathematical reading inefficiencies, a Group Informal Reading Inventory, a visual-auditory-kinesthetic-tactile approach, and a Directed Reading Activity (DRA) are recommended. In addition, a complete DRA lesson (including readiness, guided silent reading, questions, oral rereading, and application) featuring a specific algebraic problem is presented in order to demonstrate its use in a classroom setting. References are given. (Author/DE)