The theme of this special journal issue is diagnostic reading instruction. The first of two main articles discuss ways to teach reading in a diagnostic-prescriptive way and the second deals with how to select a reading instruction approach for the mainstreamed child. Regular journal features discuss research on assessing readers' strategies through miscues, relevant research on the administration of reading programs, ways to use board games as diagnostic instruments in the classroom, and a diagnostic primer for parents. The issue journal also contains notes from the Wisconsin Department of Public Instruction on future directions in education and a guest editorial. (RL)