I liked the fact that this article tries to talk more about the administrative mechanics of implementing a "read to learn" program rather than just focusing in on how to implement structured reading assignments (which we've read about a dozen times before). The authors are right that "Developing and sustaining a focus on adolescent reading improvement is a long term effort that requires the participation of the entire school community."
To really get "read to learn" activities implemented in a school, the first step really is to get it implemented in the standards. If one of the California math standards were "Algebra students will learn how to get information from a textbook", then I assure you that this would be taught. I also believe that teaching this standard everywhere would allow schools to gain effectiveness from knowing that students who have reached a certain level should have a given level of skill in this area which can be built upon for the next class. Otherwise, if individual teachers all decide whether or not to support the teaching of academic reading skills in their area, then every teacher will find themselves starting the "read to learn" program from step one (should they choose to implement it). So, I think that standards and a consistent implementation are really key here.
In my student teaching in the Sheldon High School math department I have had a chance to observe and participate in some of the department-wide and school-wide academic learning programs and curriculum planning activities. With a little more research into this article's background resources I could probably find some good material to help steer these planning activities into incorporating more reading in the coursework. This is a much more effective strategy that simply planning to implement this in my own classrooms on my own.