Good readers tend to engage in conscious reading strategies that poor readers do not. Expert readers display the following strategic behaviors that novices do not: (1) studying text segments previously found difficult more extensively than easy segments; (2) spending more study time on difficult stories than on easy ones; (3) summarizing just the important information from an expository text; and (4) monitoring disruption to steady comprehension of a text. Such strategic behaviors can be learned, however, and a clinical situation provides an ideal setting for training less proficient readers to use them. Successful efforts to induce strategic behaviors, particularly in poor readers, have some features in common. In addition to including a detailed task analysis of the sequence of training activities, these efforts move from simple to complex tasks, use explicit instruction including corrective feedback, and give instruction in self-regulating the use of the learned strategies. The summer reading clinic at the University of Maryland plans to focus attention on these strategies. Out of concern for movement from other-regulated strategies to self-regulation, the clinic staff plans to teach some of the text processing strategies in stages. First, clinicians will model the use of the strategy. Second, they will provide structure and feedback, but remedial readers will themselves perform the operations. In the third stage, the students will assume full responsibility for task completion. The clinicians will intervene only in instances of incorrect strategy use. (HTH)