In this article, we offer a loving critique that (re)centers Inoue's antiracist reading framework in reading scholarship. In particular, we question the orientation and effectiveness of racial literacy applications that fail to incorporate explicit reading strategy instruction. Developmental literacy classes can be an important space for antiracism when instruction supports our students' current literacy strengths and growth edges. We explore the potential for applying antiracist literacy practice centered within reading scholarship. Through personal classroom examples, we describe our efforts to implement reading strategy instruction that amplifies the effectiveness of antiracist reading in IRW.