Students engage in an in-depth study of their own reading habits. Throughout this process, the students will be required to think about when they read, why they read, what they read, and how they read differently based on varying purposes and varying texts. Students will then critique their own processes of reading to identify strengths and weaknesses and set goals for improvement. Students will present their findings in the form of an individual conference with the teacher.

Students gather data about reading from several college students with different majors and at different levels. Data is collected through reading logs that record time spent reading, pages read, and purpose for reading, completed by the college students. Additional data comes from interviews with the college students, conducted by the high school students. Upon completion of the data collection, students collectively create a guide to reading in college and distribute it to seniors.

Students present a dramatic reading of a piece of poetry to the class. The poetry reading is evaluated based on the speaker's ability to convey meaning through rate, tone, inflection, volume, and control of non-verbal cues.

Students conduct interviews and engage in the research process to discover the different ways in which silent reading and reading aloud are required for two careers of interest. Students report their findings through informal presentations to the class.