A brief review of the research leads to the conclusion that children learn to read equally well with very different teaching methods and that the truly important factor in creating good or poor reading achievement is the quality of the teacher. Recommendations for preservice, inservice, and graduate training of teachers are given. The great influx of new instructional materials and gadgets can help to revitalize the curriculum and bring about exciting changes in pupil interest and attitudes. However, procedures must be implemented for studying and evaluating these innovations according to predetermined professional standards. New instructional materials, educational television, and computer assisted instruction will allow more attention to be given to individual differences among children. References are given. (RJ)