This paper discusses methods of teaching reading in the content areas at the middle school, junior high school, and secondary school levels. If a textbook is to be used, teachers should examine it by administering a readability formula and by checking the book's vocabulary, sentence patterns, and introduction of abstract concepts. To find how well students can use the book, teachers could administer reading inventories or use cloze procedures, or they could present class exercises in the use of the table of contents, index, glossary, and other parts of the book. The paper reviews Anthony V. Manzo's Guided Reading Procedure, some questioning techniques, and Robert Karlin's process guides, as methods of preparing students to read in the content areas. In cases where having only a textbook is not desirable or practical, teachers are advised to develop content reading through tape-recorded and audiovisual materials or combinations of books with varying reading levels. The paper also suggests a language experience approach and individualized reading activities that can be used by teachers who do not wish to use textbooks for instruction in the content areas. (RL)