ACT data suggest that the readiness of the nation's high school students for college-level reading is far too low. But ACT data also show that, while it is important for students to be able to comprehend both explicit and implicit material in texts, as well as to understand how various textual elements (such as main ideas, relationships, or generalizations) function in a text, the clearest differentiator in reading between students who are ready for college and students who are not is the ability to comprehend "complex" texts. Only 43 percent of 2006 EXPLORE-tested eighth- and ninth-graders are on target to be ready for college-level reading. If a greater number of these students can be identified and helped before they reach high school, they will be more likely to have developed the necessary foundational reading skills upon which college-ready skills can be based. This report concludes with recommended action steps that policymakers and educators can take to help all students read at the level of proficiency necessary to ensure that they are ready to succeed in college without remediation. The Appendix lists some of the College Readiness Standards that eighth-and ninth-grade students need to be on target for college readiness in reading, as well as some suggested activities that can help students attain those standards.