The two terms reading problems and learning disabilities are not synonymous. Nevertheless, an increasing number of children who have reading problems are being labeled as learning disabled. Given the growing numbers of children failing to become competent readers, the fact that more and more of these children are being identified and treated as learning disabled and still are not learning to read, and the increasing level of frustration experienced by teachers around this issue, it is necessary to step back and match educational practices to an understanding of how children learn so that all children, learning disabled or not, have the best environment for learning to read. Such an environment can be facilitated by a comprehension-centered reading program, based on psycholinguistic principles, that helps children to learn to read by reading. Such a program embodies the following principles: (1) the classroom needs to be a warm and inviting place; (2) an abundant supply of reading materials needs to be readily and easily available to children; (3) children should be provided with many occasions to engage in meaningful discussions; (4) the children should also be encouraged to write; and (5) rather than giving emphasis to phonics and sight-words from basal readers, the emphasis should be given to more reading to and with children. (HOD)