The Enrichment Triad Model proposed by Joseph Renzulli offers guidelines for planning instruction for gifted students that can foster wide reading for specific purposes. The model is based on three different types of enrichment. The first type includes general exploratory activities designed to expose learners to areas in which they may be interested and that they may explore later in greater depth. The second type of activities develops thinking and feeling processes, such as critical, divergent, creative, and productive thinking, as well as focusing on problem solving skills, awareness development, and sensitivity training; and the third type involves individual projects--in-depth studies that result in a product, such as publishable reports. While all three of these enrichment types involve literal comprehension, the second and third types of activities demand inferential and critical comprehension as well. Since students must understand the various meanings of words in order to read and practice inquiry skills, vocabulary development is an integral part of the enrichment program. Furthermore, ample practice in notetaking, outlining, and organizing the information gathered allows the student to use study skills in a meaningful and challenging way. (Specific reading activities congruent with each enrichment type are presented.) (RL)