This paper discusses the central theoretical aspects of the "Languaging in the Content Areas" (LICA) thesis, intended to provide postelementary reading with a sense of definition and purpose compatible with contemporary needs and conditions. The objective of the LICA thesis is not merely to teach students how to read critically what has been written, but to critically examine all that is around so that they may develop a data base of their own from which to extend knowledge. "Languaging" is the term under which LICA theorists combine language learning, dialectical thinking, and the creative process. Languaging involves showing students how a particular view of the world is imparted through selected words in discourse, how dialectical thinking can pattern information and ideas into connected discourse, and how the creative process can be used to redirect ideas from one's personal data base. Ten guiding precepts are listed to outline the scope of the LICA thesis, and four instructional practices relating to the thesis are summarized. (RL)