TEN PROGRAMS REVIEWED IN THIS PAPER ILLUSTRATE WHAT CAN BE DONE FOR CULTURALLY DISADVANTAGED RETARDED READERS. THE MONTESSORI APPROACH EMPHASIZES INTRINSIC MOTIVATION AND USES SENSE-STIMULATING MATERIALS AND DEVELOPMENTAL ACTIVITIES FOR PERCEPTUAL AND COGNITIVE GROWTH. THE BANNEKER PROGRAM ENRICHES ITS INTENSIVE PRESCHOOL PROGRAM WITH EXPERIENCES IN SPEAKING, LISTENING, AND ALL KINDS OF PREREADING SITUATIONS. THE MAURY SCHOOL READING PROGRAM IS BASED ON EXPERIENCE STORIES WRITTEN BY THE CHILDREN, WHILE THE ASHTON-WARNER APPROACH TO READING INSTRUCTION IS BASED ON WORDS THE CHILD WANTS TO LEARN. THE AMIDON SCHOOL DESIGNED CURRICULUM TRACKS FOR TRANSFER STUDENTS AND USES THE PHONOVISUAL TECHNIQUE FOR BEGINNING READERS. LIKE THESE PROGRAMS, THE GREAT CITIES PROGRAM, THE ARTHUR SCHOOL, THE PRINCE EDWARD FREE SCHOOL ASSOCIATION, THE HIGHER HORIZONS PROGRAM, AND THE WORK-STUDY PROGRAM ARE ALL DESIGNED TO IMPROVE THE ACHIEVEMENT OF CULTURALLY DISADVANTAGED CHILDREN AND TO DEMONSTRATE THE NEED FOR INDIVIDUAL ATTENTION, THE IMPORTANCE OF INTERESTING MANIPULATIVE MATERIALS, THE TEACHER'S ROLE IN GUIDING THE CHILD TO BETTER ACHIEVEMENT, AND THE ADVANTAGES OF EARLY ATTENTION. PRESCHOOL PROGRAMS ARE MORE EFFECTIVE IN PREVENTING THE DISADVANTAGED CHILD FROM BECOMING A RETARDED READER THAN ANY AMOUNT OF REMEDIAL OR CORRECTIVE HELP LATER. THIS PAPER WAS PRESENTED AT THE READING INSTITUTE SPONSORED BY SCIENCE RESEARCH ASSOCIATES (SAN ANTONIO, JULY 18-22, 1966). (NS)