The purposes of this research were to consolidate the findings from research on reading instruction in the intermediate grades in a manner that would be usable for teachers, administrators, and curriculum planners, and to offer suggestions and procedures for the teaching of intermediate reading. The procedures used involved an intensive investigation of reading research and literature about reading instruction, grouping findings into broad categories and presenting them systematically. Some of the major conclusions were: (1) the effectiveness of one organization pattern of grouping over another were inconclusive, (2) there is no evidence to date that one approach to intermediate reading instruction is superior to another, (3) a crucial ingredient in an effective reading program is continuous diagnosis of each student's reading growth regardless of the approach used, (4) reading instruction should be a continuation and extension of the development of the reading skills presented in the primary grades, with a gradual introduction of new skills as the child matures, (5) interest is an important factor in motivating children to read and in helping them to develop an appreciation for reading, and (6) the kinds of stories found in basals and the stories that children volunteer to read don't concur. (Author/WR)