A 3-year project focused on problems related to teaching reading in content areas in secondary schools. The project was sponsored by the United States Office of Education and supported 10 doctoral students in their doctoral studies, eight interns, a graduate assistant, and a research student. Six interrelated doctoral dissertations were completed and are available from ERIC/CRIER. The dissertations focused on two broad areas: (1) how to prepare students for the reading of specific subject matter materials and (2) how to guide students' reading and reasoning so they are learning process as well as content. Their main concerns were prereading activities, development and testing of cognitive organizers, guided reading and development of guide materials, intraclass grouping, vocabulary development, a comprehension model, and a research model. A monograph, Research in Reading in the Content Areas: First Year Report, was also developed. The author reports here the background, the method used, and the significant findings of the project. He also reports on the means used to disseminate the findings and makes recommendations for future efforts. References are included. (AW)