This paper presents a rationale for both extensive and intensive learning-to-read experiences for the gifted, arguing that gifted readers are too often left to read on their own. Three broad teaching strategies are discussed: "Helping Children Learn to Read to Learn," which discusses the reading-study skills and methods of developing an understanding of how scholars probe for new knowledge and how the store of knowledge is organized; "Guiding a Study of Literature," which focuses on the variety of human experiences, and through them, on exploring and clarifying personal and social values; and "Integrating Reading and Other Language Learning," which looks at the development of mutually reinforcing experiences in reading and writing. (Author/WR)