This book explores the question of how students become thoughtful, independent readers who deeply understand what they read by examining the thought processes of proficient readers. The book then uses these processes as models for the strategies it offers--strategies intended to help children become more flexible, adaptive, independent, and engaged readers. The book offers a new instructional paradigm focused on in-depth instruction in the strategies used by proficient readers. It goes beyond the traditional classroom into literature-based, workshop-oriented classrooms. Through vivid portraits of these environments, the book explores how instruction looks in dynamic, literature-rich reader's workshops. According to the book, as the students connect their reading to their background knowledge, create sensory images, ask questions, draw inferences, determine what is important, synthesize ideas, and solve problems, they are able to construct a mosaic of meaning. The book is relevant to all literature-based classrooms, regardless of level. It offers practical tools for inservice teachers, as well as essential methods instruction for preservice teachers as both the undergraduate and graduate level. Appendixes cover frequent questions and brief responses. (NKA)