Before a student can even begin to understand how to read expository content within a textbook, they must first begin to read meaningful and justify why he reads. Reading is not just entertainment, but also serves 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 first-hand experience (contained within storybooks or novels). Reading opens the “cognitive eye”. Once a tolerance for reading is achieved, students can glean information from every text they read, be it fact or fiction. Content-area reading is fundamentally about “students interacting with text before, during, and after reading.” When presented with a topic, students “draw on their prior knowledge, establish a purpose, and anticipate questions…use word identification strategies (e.g., structural analysis, syllabification) to decode unfamiliar multisyllabic words 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.” There are several strategies that can be implemented to improve students' reading of content. It is possible for teachers to help students by previewing the focus of the work before assigning independent reading. The context and underlying pattern of new material becomes much easier for students to retain by implementing this strategy. By engaging students in a group discussion about what they already know about the topic, students can learn from each other. The use of anchor charts that cite students' prior knowledge and questions... middle of paper ......see 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.htmCentral Greece School District. (n.d.). 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 in content areas. Retrieved December 28, 2009, from http://uncw.edu/ed/ncteach/documents/ReadAcross.pdfWilliams, M. (n.d.). ESL strategies for content area reading: Making science and social studies texts understandable for ELLs. Study of the language. Retrieved December 28, 2009, from http://lingualstudy.suite101.com/article.cfm/esl_strategies_for_content_area_reading