The decoding behavior of Cindy, a junior high school student of French, was analyzed. An examination of a transcript of her attempt to translate a French passage aloud into English revealed that she was not taking advantage of contextual guessing. During remedial sessions, an attempt was made to discover the best method of helping Cindy acquire the strategies of a contextual guesser. A reasonably successful model was found in a translator who kept some segments in the foreign language and read each task only once. Cindy was able to adapt the strategies of this model to her own needs, and the results was a list of 12 differences in strategic approach between Cindy and the model. At the end of the sessions, Cindy's decoding behavior had improved considerably. These results imply an important role for inductive techniques in teaching reading strategies in second languages. The implementation of an inductive approach is seen as requiring: (1) a re-evaluation of many former assumptions about learning ability, (2) the establishment of a procedure for identifying individual learning styles, and (3) a classification system for self-report data. (JB)