J. D. Bransford's tetrahedral model of learning considers four variables: (1) learning activities, (2) characteristics of the learner, (3) criterial tasks, and (4) the nature of the materials. Bransford's model provides a research-based theoretical framework that can be used to teach, model, and have students apply a variety of study strategies to the learning situation. Learning activities, for example, include study techniques that give rise to learning, such as surveying, questioning, mapping, text underlining, making concept cards, summarizing, and so forth. The most important idea is that students learn a study sequence to follow. The second crucial aspect of the learning process is what the student brings to the learning situation, such as prior knowledge. College reading instructors can teach students how to tap into existing knowledge and how to use it in a variety of ways. The third variable, the ability to determine and carry out a variety of tasks, involves teaching students how to take both essay and objective tests, as well as how to solve problems. The fourth variable--the text--usually determines why a professor selects one text over another. Major differences among texts involve text organization, format, study aids, clarity of explanation, and occasionally readability. Students should learn to carefully examine a required text to see how it is organized. Teaching students in such a way that all four variables are addressed should be the major goal of any college reading program. (HOD)