The question, What should a reading program be for?, is best answered with reference to student needs rather than to analytically identified reading skills. (JH)

A reading program will succeed if it is based on the following positive aspects: children's oral language competence, understanding of the reading process, a lot of time spent in reading, and positive teacher attitudes. (JH)

Promoting positive attitudes and then measuring attitude growth will help teachers of reading to know if kids like books and how to improve reading instruction. (JH)

Valuable insights into the reading process can be gained by analyzing children's reading miscues and by encouring children to use their linguistic knowledge when reading. (JH)

Three suggestions are offered to the teacher of reading: permit the students to read, encourage students to guess or predict, and focus the students' attention on meaning. (JH)

Reading is viewed as a language processing mode of behavior which can be developed by using good teacher questions that assist, guide, and clarify. (JH)

Reluctant readers were helped to read and to gain some understanding of themselves and their classmates through story dramatization. (JH)

It is very important and fun for the English teacher to take time simply to read to the students. (JH)

A Reading Buddy Program where high school and university students help junior high students who are having difficulty in reading is a method of improving reading skills and the students' self concepts. (JH)

The Joker's Wild Game is a form of evaluation that is enjoyable and also allows for student participation. (JH)

Short films are a valuable resource for the teaching of reading to secondary students. (JH)

Using science experiments to motivate reluctant readers can be very successful with junior high school students. (JH)

The criteria developed by the NCTE Committee on Curriculum Bulletins for the evaluation of reading programs are presented and explained. (JH)