As students move up through the grades, the academic demands on them increase, and a great many of those increases come in the form of reading. The academic tasks students encounter in the upper elementary grades, and even more so in secondary school, involve a great deal of reading in support of learning new and complicated content. As the academic demands on secondary students become more complicated, explicit reading instruction diminishes. The academic importance of instruction in reading comprehension is clear. It is also clear that secondary teachers can help students become proficient readers of academic texts if they arm them with a variety of comprehension strategies. However, many secondary teachers have only limited knowledge of how to go about doing it. The author offers three suggestions for secondary schools to help teachers include reading comprehension strategies in content-area classrooms. These include: (1) providing explicit professional development opportunities that show the instructional value of literacy integration; (2) creating an inquiry-based school environment where teachers critically reflect on their instructional goals and priorities; and (3) making use of literacy coaches and curriculum specialists. (Contains 6 endnotes.)