Many college students struggle with their reading assignments. As a teacher educator with expertise in reading development and disability, I find it useful to model effective reading strategies and provide immediate feedback on those strategies frequently used by students. One versatile method I use with undergraduates involves examination of what they underline (or highlight). Throughout the semester, I ask students to refer to their assigned readings and share with the class passages they underlined and reasons for their selection. In this way, the types of thinking that accompanies purposeful, active reading become more apparent.