A discussion of reading instruction in college English-as-a-Second-Language (ESL) classes presents an overview of reading instruction theory, looks at the role of reading strategies and metacognitive awareness in reading, describes the SQ3R study skills method of instruction, and examines how the method can be used for developing independent reading strategies. The theory underlying reading comprehension used here is the interactive model, which asserts that reading comprehension results from active attempts to construct meaning from text. It is argued that while proficiency in vocabulary and language structure are essential for successful reading, comprehension also depends on use of strategies for sorting out, evaluating, and organizing information in a text. Independent ability to use reading strategies is also important. Strategic reading relies on metacognition for reflecting on the purposes and objectives of reading, conscious selection and use of strategies while reading, and monitoring performance. It is suggested that little attention is given to reading strategies in ESL instruction. The SQ3R method is described as a study skills system with five steps: (1) surveying the reading material and establishing a purpose for reading; (2) forming questions; (3) reading in depth; (4) reciting a summary of content; and (5) reviewing to confirm understanding. (Contains 30 references.) (MSE)