The reading process and instruction in this process must be accepted as an essential part of learning and must be integrated into the total school curriculum. However, the fact that most content area teachers have had little or no training in reading instruction and that they lack insight into the reading process and the various reading/study skills that apply to their specific areas constitutes a deterrent to their active participation and cooperation in reading instruction. One approach to this problem is to involve content area teachers in a number of participatory reading activities and then to have them discuss precisely what it is that they are being asked to do. Through this procedure, content area teachers begin to realize the following: that the reading process involves perception, language facility, cognition, interest, attitudes, motivation, experience, and background; that reading is a learned, developmental process; that students must comprehend as well as decode what they read; that reading takes meaning to the printed page as well as from it; that reading entails different levels of understanding; that efficient reading requires a flexible reading rate; that a wide range of reading ability exists at all age levels; and that the diversity of reading ability in each classroom demands diagnosis of individual students' abilities. (FL)