Developing prerequisite learning skills and strategies and providing knowledge necessary to further learning in a particular discipline are the dual roles of a middle-grade content-area teacher. This paper demonstrates how these dual roles can support each other in developing readiness for learning. The importance of readiness for learning is discussed, particularly the need for experiential background to be adequate before comprehension can be developed. The two strategies presented, developing vocabulary and student-generated prequestions, reflect the argument that time spent getting ready to read is probably the most effective means of improving comprehension in the content areas. (MB)