This workshop is intended to provide teachers of English as a Second Language (ESL) and English as a Foreign Language (EFL) in the Columbus (Ohio) Public School District an opportunity to examine their own teaching, and the strategies and materials they use in the classroom, in the light of recent research in reading. It provides participants access to theory and a chance to appreciate its practicality. The workshop is aimed at 30 participants for a 2-day meeting in the fall or a 2-day meeting in the spring. Participants must have an ESL/EFL degree and have taught ESL/EFL for at least 2 years. A questionnaire is distributed at the beginning of the workshop to survey the general expectations and objectives of each participant in order to target the workshop to group needs. General objectives include identifying strategies used by students in ESL/EFL reading classes, familiarization with interactive models of the theories of reading in ESL, establishing the connection between the interactive models and actual reading strategies used in their classrooms, selecting reading materials based on these interactive models of reading, and adopting instructional strategies that promote reading strategies based on these interactive models. Workshop materials include multilingual handouts, texts, articles, and tape recordings of think-aloud protocols. Assessment is on-going: participants must maintain a journal, and a questionnaire is administered a month after the workshop as a follow-up. Session-by-session workshop lesson content plans and all handouts are included. (Contains 22 references.) (NAV)