Gunderson (1991), Grabe and Stoller (2011), and Jensen (1986) all list several strategies and skills that benefit the academic reading. Gunderson’s list of 34 content reading strategies appear to exclusively emphasize the text and its use to learning from content-based texts, which consequently is the majority of academic reading. Grabe and Stoller’s 22 reading strategies, on the other hand, appear to be focused on the reader and their actions. Lastly,  Jensen (1986) describes reading strategies based on the functions of rate development and core reading. These two functions of rate development and core reading are based on the need for learners to be both fluent and critical. Some of these core strategies correspond with the strategies endorsed by Grabe and Stoller and Gunderson; however, Jensen uniquely includes skills that help with vocabulary and rhetorical structures. Looking at reading strategies from the multiple perspectives of reader, text, and function provides additional evidence that academic reading requires students to be both fluent and critical readers.