The Effective Reading in Content Areas (ERICA) teaching model comprises four stages: preparing for reading, thinking through information, extracting and organizing information, and translating information. Aspects to consider in the first stage include the preparation of ideas, text, and vocabulary. Two strategies can be used to promote reflection or thinking through reading, the second stage. Having read a selection, students are presented with a series of three sets of statements written at literal, inferential, and applied levels of thinking. Having decided, on the basis of their reading of the passage, which statements they are prepared to defend, students work in small groups to "talk out" their choices. The third stage of the ERICA model addresses teacher concerns about students copying large chunks of text, being unable to distinguish main ideas, and being unable to select information for inclusion in a summary. Extracting and organizing information activities foster independence in selecting and using information given in a text. Activities in the fourth stage, translating information, help students explore subject information through writing in terms of contexts of situation, role, audience, purpose, and form; and through the processes involved in drafting, reviewing, redrafting, editing, and publishing a range of writing. Not all stages need be included in any one teaching unit. (HOD)