This paper illustrates how the Kelly repertory grid and the Thomas focusing technique can be used to help teachers and learners become aware of learners' purposes for reading, and how these purposes can be used in a program for improving competencies in reading for learning. The grid elicitation and focusing techniques are briefly described. Four focused grids elicted from students in the college of education are used to show how differently the same universe of discourse (purposes for reading) can be interpreted. A consensus grid illustrates how nine students differentiated between those purposes related to educational activities, pleasure, and real learning. These grids were used as a starting point for learning conversations, in which students reviewed and changed their repertoire of purposes. Improvement in reading skills resulting from the learning conversations is reviewed, as well as results from a follow-up consensus grid. (Author/AA)