A series of eight videoconferences was designed to help educational professionals improve schools by applying knowledge gained from research. During the videoconference programs, which are transmitted by satellite to facilities with receiving capacity, viewers can interact by telephone with the program presenters. Each program covers a specific topic, and each has a "content partner" (learning center, institute, teachers association, or other specialized group) that supplies expertise in the program area. The format of the program involves the presentation of two stories depicting classrooms or communities that have successfully integrated research with practice, and a question-and-answer session with the studio audience and remote viewers. In this document, a review of research on reading is followed by an overview of the first program in the series, which covers the topic of strategic, or reflective reading by children. In this program, the first story describes the efforts of a primary school teacher in Harlem, New York, to encourage her students to see themselves as part of a community of readers. The second story describes the ways in which two high school teachers in Minnesota changed their approach to English and social studies instruction after participating in a community-wide project. A series of follow-up activities relevant to the topic of children's reading is described. Additional materials include biographical information on videoconference participants, a list of resources on reading instruction, a glossary of terms, and a reference list of 22 items. (BC)