Before a student can even begin to understand how to read the explanatory content of a textbook, they must first begin to read meaningfully and explain why he is reading. Reading is not only entertainment, it is also used to acquire information. Reading any form of text opens its audience, the reader, to the world without having to buy a plane ticket or put them in dangerous situations to gain direct experience (content from storybooks or novels). Reading opens your “cognitive eye”. Once a reading tolerance is achieved, students can gather information from every text they read, whether fact or fiction. Content area reading is primarily about “students interacting with the text before, during, and after reading.” When presented with a topic, students “build on prior knowledge, set a goal, and anticipate questions…use word identification strategies (e.g., structural analysis, syllabification) to decode multisyllabic words unknowns and contextual clues to understand the meaning of technical terms. They read between the lines to make inferences,” then “reflect, synthesize ideas across sources, and make further interpretations.” Several strategies can be implemented to improve students' content area reading. It is possible for teachers to help students by previewing the focus of the work before assigning them independent reading. The basic context and outline of new material becomes much easier for students to remember by implementing this strategy. By engaging students in a group discussion about what they already know about the topic, they may learn from each other. The use of anchor charts citing students' prior knowledge and questions......middle of article......published December 28, 2009, from Reading Strategies: Scaffolding Students' Interaction with Test: http://www. greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/interactivenotebook.htmGreece Central School District. (nd). Sociogram. Retrieved December 28, 2009, from Reading Strategies: Scaffolding Students' Interactoin with Text: http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/sociograms.htmLemon, D . (2004, January). Strategies for teaching reading across content areas. Retrieved December 28, 2009 from http://uncw.edu/ed/ncteach/documents/ReadAcross.pdfWilliams, M. (nd). ESL Strategies for Content Area Reading: Making Science and Social Studies Texts Understandable for ELLs. Language study. Retrieved December 28, 2009, from http://lingualstudy.suite101.com/article.cfm/esl_strategies_for_content_area_reading