The readers, the text, and the content influence reading comprehension. Be it a Science article, Social Studies or Mathematics. This is a complex process that had been examined in different ways presented through a variety of conceptual models. Construction of meaning is obtained through the transaction between the reader and the text. Therefore, teachers should select reading materials in their class carefully. Any content subject teacher should be careful in assigning some text to be read by the students. They should select materials appropriate for the level of the students be it a reference or textbook.

Reading is a compound, cognitive process of decoding symbols in order to construct or derive meaning. Reading is a means of language acquisition, communication and of sharing of knowledge and concepts. Yet, a dilemma that confronts most teachers in the content areas is identifying appropriate task for their students. We are all aware that students use their intellectual resources to construct meaning from what they have read The reading strategies they use and the capacities they are equipped will vary with age, word and many other factors that are as significant

The teachers must conduct also informal Reading inventory if needed and if the situation calls for it. In fact, there are still students in the high school who are not independent readers, although they are not non readers at all. Through this inventory, the different subject area teachers may identify children who have problems with the text and comprehension.

Summing this up, the teacher must realize that each student brings a unique repertoire of characteristics, experiences and knowledge. There must be a well coordinated teaching-learning process.