Curriculum planning and course organization of the Edison High School (California) reading program are described. Curriculum planning begins with identification of the reading needs of all incoming students. Group testing of all eighth grade students in local feeder schools in the spring is followed by diagnostic testing of individual strengths and weaknesses in the summer. Parents are contacted and conferences arranged to discuss reading course alternatives for the upcoming academic year. At the beginning of school, students targeted for the reading program are enrolled in one of the following courses: reading skills, developmental reading, survival reading, speed reading, and reading for enjoyment. Objectives for all courses are to improve academic reading while strengthening students' self-image. Reading class periods are divided into 15 minutes of leisure reading and 40 minutes of individualized assignments. Teaching strategies include workbooks, cassette programs, controlled reading machines, persceptoscopic materials, and bibliotherapy. The classroom program is supplemented by continuing efforts to communicate with faculty and parents on individual students' progress. (LP)