It is generally recognized that the reading activities essential to effective study differ notably in various subjects. Each subject possesses a specific vocabulary which the reader must be able to use and understand; each subject employs its own signs, symbols, maps, charts, graphs, tables, and other forms of thought representation; the reading activities of each subject are governed by different purposes; and the techniques of teaching different subjects create needs for different forms and applications of reading. Facility in performing the reading activities required in the study of a subject, such as history, arithmetic, or science, does not necessarily result from the training usually provided in reading classes. Unless additional guidance in reading is made a part of the instructional activities in teaching content subjects, pupils may be seriously handicapped by ineffective reading practices. Such guidance presupposes familiarity, on the part of an instructor, with the reading activities required in the study of the course. This article is designed to present a method of determining the reading activities employed in studying content subjects. It is based on an analysis of the reading activities in three junior high school classes. While the report is limited to analyses of reading activities used in Grades VII and VIII, the method may be applied at any grade level.