Five modes and strategies for improving cognition in reading are discussed. As defined by the author, cignition concerns recognition of knowledge and development of intellectual skills and abilities. The five points discussed are: (1) cognitive skills can be arranged in a hierarchy; (2) to teach students at or near the apex of the hierarchy, teachers must involve the emotions and personalities of the students; (3) achieving such involvement can be done by building on natural responses and leading toward sophistication and meaning; (4) teacher-student interaction is necessary to develop and refine student responses; and (5) this interaction must be vigorous and should not be allowed to become mechanical. In summarizing his discussion, the author suggests a need for both cognitive and affective objectives on the part of teachers and for involvement of both teachers and students in reading activities. References are included. (MS)