Buehl described how readers can identify themselves by different disciplines. In the typical classroom, there may be two types of students, students after having a science class who may enter the science field and students who may not enter the science field. Science teachers should incorporate reading into their coursework so that both future scientists and future nonscientists may be able to read and discuss relevant to their grade and subject while in school, and apply their knowledge to real world afterwards. This is a challenging task; to keep both students who may and students who may not enter a specific field interested and challenged while using the same material. Disciplinary literacy of students should be developed through modeling how to read the text, scaffolding the students through the text and lastly assigning independent reading and learning.
Buehl then describes how students sometimes do reading rather than engaging in their reading. Effective and efficient modeling, scaffolding and then assigning independent reading can be used to avoid students of these habits. Effective and efficient modeling of reading is greatly described by Buehl in his comprehension processes characteristic of proficient readers chart. Lastly, Buehl writes about how students may become troubled with comprehension of science texts. Vocabulary and language used can be very difficult for students who are not familiar with the text. Teachers should also constantly be aware of knowledge of the student; also, careful not to underestimate or overestimate what a student can read. Also, teachers should be aware of models and representations used in disciplinary texts, as these can be misinterpreted very easily by students who are not effective or efficient disciplinary readers.