Students who speak in a jargon related to, but different from, Standard American English and students who know a single or limited word meaning but are unable to translate that word into a new subject area content both need reading instruction as though Standard American English were their second language. All content area teachers must teach vocabulary, content, and reading skills in the language of their subject matter. The San Diego City Schools program for junior high school atypical readers described as severely handicapped, handicapped, and disabled is discussed as a good example of a reading program with total staff involvement. (CM)