To add a foundation to the growing excitement among educators about the central role they play in helping learners become strategic readers, the articles in this thematic journal provide insight into current reading theory and practice. Richard Telfer's article reviews research on strategic reading and clarifies what is meant by the phrase "strategic reader." An essay by Scott Paris offers an array of reflections on the role strategic reading research plays in the life of the learner. These two works set the stage for several articles presenting strategies useful at all stages of reading instruction, including prereading and postreading. An article by Karen Hanus offers six "whole class" strategies to help students learn from their content areas. A brief article by David Gustafson and Joyce Pederson discusses the strategic learner and SQ3R (survey, question, read, recite, review). An article by Roslyn Nemke emphasizes the value of interpretive reading as an important part of the curriculum. Fred Duffelmeyer's essay, which suggests a balanced approach to basic sight word instruction, is followed by a presentation of William Fagen and Helen Hayden's research on emerging literacy in the home. Finally, Betty Jane Wagner's article investigates the integration of language arts instruction, emphasizing the importance of language immersion in all of the learner's classroom experiences. Overall, the volume provides insight for teachers as they help their students become strategic readers. Most articles include a reference list. (JD)