The early Intervention Subcommittee of the London (Ontario) kindergarten through grade six Curriculum Committee was asked to develop recommendations for the early identification and remediation of children likely to experience difficulties in the acquisition of reading skills. The subcommittee decided to try what appeared to be some of the best representatives of a broad range of theoretical and practical positions regarding early identification and intervention. Six screening strategies and seven intervention systems were chosen. It is believed that the results of this project will permit selection of the most practical and promising combinations of identification and intervention systems for more rigorous empirical examination in the second phase of the project. (An outline of the proposed experimental design, a list of the approaches and their definitions, and a selected bibliography are attached.) (RL)