Although educators have for a long time recognized that learning from what one reads involves more than just cognitive skills, little attention has been given to techniques for developing affective readiness for reading activities. Teachers have a responsibility to model affective readiness whenever the opportunity presents itself, as well as to assist students in developing their own affective readiness to learn. The basic steps in this process are understanding the concept of affective readiness, establishing relaxation, utilizing affirmations, and processing the affirmation statement through the affective domain. (Author/AA)