Because gifted readers have instructional needs that vary greatly from the norm, curriculum planners and teachers should make plans for the gifted that are different from those for other pupils. An instructional program for gifted readers should (1) have a strong content and value emphasis, (2) group students so as to allow the gifted to relate in meaningful ways not only with other gifted pupils but also with pupils with widely different attributes, (3) provide opportunities for individual self-development, and (4) make efforts to develop higher cognitive abilities in and through reading rather than stressing systematic skill development. A total instructional program for gifted readers emphasizes various aspects in different subject areas, but vocabulary development, advanced reading skills, and literature are suggested for special attention for gifted readers, since growth in these areas can produce intellectual rewards for the gifted. A teacher who surrounds children with an active language environment and takes advantage of "teachable moments" can bring about great gains in their language growth. Curriculum committees can facilitate the process of selecting and organizing quality reading materials for gifted children by developing resource units for different age, grade, and interest levels. (HTH)