THE UNIQUE NEEDS OF THE GIFTED ELEMENTARY SCHOOL CHILD FOR READING INSTRUCTION ARE DESCRIBED. SUGGESTIONS FOR THE IDENTIFICATION OF GIFTED PUPILS INCLUDE TEACHER OBSERVATION CRITERIA AND STANDARDIZED TESTS OF INTELLIGENCE, READING READINESS, AND ACHIEVEMENT. IDENTIFICATION SHOULD BE BASED ON A COMPARATIVE ANALYSIS OF ALL POSSIBLE DATA. GUIDELINE PRINCIPLES OF INSTRUCTION INCLUDE (1) INDIVIDUALIZING INSTRUCTION TO PROVIDE MORE GUIDANCE IN ADVANCED CRITICAL AND CREATIVE READING AND MORE INDUCTIVE INSTRUCTION RATHER THAN DEDUCTIVE INSTRUCTION, (2) GIVING FLEXIBILITY IN ASSIGNMENTS TO ELIMINATE UNNECESSARY READINESS ACTIVITIES AND REPETITION, AND (3) ENCOURAGING PLEASURE IN READING AND BUILDING ON DIVERSIFIED INTERESTS. TITLES ARE SUGGESTED TO HELP PROVIDE SUPPLEMENTARY MATERIALS FOR THE WIDE RANGE OF ABILITY AND INTERESTS. MATERIALS ARE RECOMMENDED FOR VOCABULARY DEVELOPMENT IN STUDYING WORD ORIGINS AND THE HISTORICAL DEVELOPMENT OF LANGUAGE. METHODS FOR TEACHING CRITICAL EVALUATIVE SKILLS AND RESEARCH STUDY SKILLS ARE SUGGESTED. READING CAN BE A STIMULUS FOR A VARIETY OF SUCH FOLLOWUP ACTIVITIES AS CREATIVE WRITING, DRAMATIZATIONS, AND REPORTS WHICH ARE DESCRIBED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (CM)