This thesis is essentially concerned with two main issues: reading and distance education (DE). The purpose of the study is to devise a feasible teaching/learning model for second language (L2) reading instruction for academic purposes to adult learners studying in a distance delivery system. The proposed Model is derived from a conceptual analysis of the research in reading and in DE. We examine the theoretical principles of reading as a context of language use and of DE as a context of language instruction in order to identify the favourable elements of distance learning that render L2 reading a good case for treatment in that mode. Our conceptually based Model provides criteria for the design of instructional materials and represents an ideal operational structure for teaching L2 reading at a distance. It also claims to account for many of the deficiencies found in L2 language pedagogy. The applicability of the Model is demonstrated when it serves as an instrument used for a qualitative evaluation of the existing English reading comprehension course at the Open University of Israel. On the basis of our theoretically informed Model, a sample unit is presented which constitutes a pedagogical hypothesis that reflects the way we suggest L2 reading for academic purposes in a distance delivery mode should be taught.