This paper offers a detailed discussion of materials developed for the Chicago Mastery Learning Reading with Learning Strategies (CMLR/LS) program, an upper elementary program in which appropriate learning strategy instructions are embedded within the text for each assigned task. Its purpose is to provide researchers and educators with a description of one way to apply learning strategies theory to practice. The paper first presents an overview of the materials and explains how they are related to the program of instruction in Chicago. It then describes research strands of the program that were concerned with learning strategies and tasks taxonomies, the typology of text structures, and the process of instruction, including thinking aloud and adjunct questions and sequencing. The paper next describes the field testing of CMLR/LS materials. The final section of the paper provides an extended example of how each of the research strands fit together in a listening comprehension unit. (FL)