A READING PROGRAM WAS STUDIED AND TESTED FOR MENTALLY RETARDED ADOLESCENTS WHO READ SIGNIFICANTLY BELOW EXPECTANCY. THIS REPORT REFLECTS AN ORIGINAL ATTEMPT TO DEVELOP AN EXPERIMENTAL PROGRAM ONLY FOR THOSE EDUCABLES WHO HAVE NOT LEARNED TO READ. THIS PLAN WAS DISCONTINUED WHEN PRELIMINARY SCREENING REVEALED ONLY A FEW NONREADERS AMONG THE COMMUNITY AREAS CHOSEN FOR THE STUDY. THE INVESTIGATION COVERED THE FOLLOWING AREAS--(1) AN INVESTIGATION OF BACKGROUND FACTORS RELATING TO READING ACHIEVEMENT, (2) AN INQUIRY INTO LEVELS OF READING EXPECTANCY FOR EDUCABLES, INCLUDING THE KINDS AND AMOUNT OF READING WHICH MIGHT BE NEEDED, AND (3) AN EXPERIMENT WITH READING METHODS, MATERIALS, AND PROCEDURES. THE PROGRAM EMPHASIZED READING THROUGH THE EXPERIENCE-METHOD APPROACH WHICH MAKES USE OF INDIVIDUAL INTERESTS AND EXPERIENCES IN PRACTICAL AND MEANINGFUL WAYS THROUGHOUT THE SCHOOL DAY. TRADITIONAL AND SEMI-EXPERIENCE APPROACHES WERE ALSO USED TO MAKE A COMPARATIVE STUDY. PROGRAM RESULTS GAVE EVIDENCE THAT EDUCABLES ARE CAPABLE OF HIGHER ACHIEVEMENT WHEN APPROPRIATE EMPHASIS IS PLACED ON A SPECIFIC ACADEMIC AREA SUCH AS READING. IT WAS THE EMPHASIS ITSELF THAT SEEMED IMPORTANT TO READING PROGRESS, NOT THE PARTICULAR METHODS THROUGH WHICH EMPHASIS WAS APPLIED. (JH)