Intended as a reference tool rather than as a guide to specific instructional approaches, this manual is designed to assist teachers in planning an effective reading program for kindergarten through grade 6. The first section identifies the program objectives, discusses various approaches used in reading instruction (basal, individualized, language experience, linguistic, phonics, and literature) and addresses various grouping procedures. The second section focuses on diagnosis, giving consideration to continuity, intermittent and intervening diagnosis, and teacher's knowledge of skills. Special attention is given to gross diagnosis, specific diagnosis, task analysis, sample diagnostic materials, and the informal reading inventory. The third section divides prereading skills into spatial relationships, gross motor coordination, fine motor coordination, auditory skills, visual skills, listening, and oral language. Word identification skills are examined in the fourth section, especially those of phonetic analysis, structural analysis, syntax and context, and sight recognition. The fifth section examines comprehension skills, paying particular attention to literal comprehension skills, inferential-interpretive skills, and evaluative skills. The work-study skills section covers alphabetical order, using parts of a book as reference tool; dictionary skills, using reference materials; and so forth. The final section focuses on reading in content areas for primary and intermediate grade instruction. Appendixes include reading inventory selections, skills tracking sheets, a diagnostic profile, and a glossary. (HOD)