The theme for this focused journal issue is reading in the content areas. Articles discuss the following topics: (1) teaching reading strategies instead of skills; (2) teaching reading in elementary content areas; (3) metacognition and mapping; (4) a summer school program designed to appeal to poorly motivated junior high school students who are potential dropouts; (5) in-class remedial instruction as an alternative to pull-out programs; (6) the secondary school content area reading project in Kalispell, Montana, public schools; (7) using oral reading to support the learning-to-read process; (8) research on text summarization; (9) graphic aids and their importance to the remedial reader; and (10) vocabulary development. (HOD)