Research into reading strategies and strategy instruction has indicated their effectiveness and beneficial effects on reading improvement. However, additional effort and support is needed in real-world teaching environments for students to benefit from these research findings. This report reviews research on the effectiveness of the use of L2 reading strategies and strategy instruction. Based on research conclusions, this paper discusses the patterns of strategy use adopted by both proficient and less proficient readers to shed light on what kinds of strategies should be taught and how. It argues that teachers have important roles to play in selecting strategies for instruction and teaching them; teachers need to consider such factors as proficiency levels, text type and task goals. This paper concludes with pedagogical implications, suggesting teachers play roles as coaches and scaffolders, and offering nine strategies for instruction. / text