A CHECKLIST WHICH DETERMINES AREAS OF SPECIFIC NEED IN READING SKILLS IS PRESENTED. ONCE SKILL ACHIEVEMENT AND NEEDS HAVE BEEN DETERMINED, WRITTEN AND ORAL WORK CAN BE PREPARED TO TEACH THE NEEDED SKILLS TO STUDENTS IN GROUPS OR INDIVIDUALLY. NEW WORK SHOULD BE EVALUATED AT PUPIL-TEACHER CONFERENCES, AND NEW SKILLS SHOULD BE RECORDED ON THE CHECKLIST. WHEN THE MIGRATORY PUPIL LEAVES A SCHOOL, A COMMENT COULD BE PUT ON HIS REPORT CARD INDICATING NEW SKILLS, OR THE CHECKLIST ITSELF MIGHT BE SENT TO THE NEXT SCHOOL. WHILE THE CHECKLIST IS NOT A DIAGNOSTIC INSTRUMENT FOR USE WITH CHILDREN, IT IS AN INSTRUMENT FOR TEACHER USE IN PLANNING AND EVALUATING A READING PROGRAM. THE CHILD'S READING LEVEL AND SKILLS HE HAS LEARNED MAY BE DETERMINED BY ORAL READING INVENTORIES, PHONETIC INVENTORIES, VOCABULARY AND COMPREHENSION TESTS, ASSESSMENTS OF INTERESTS AND READINESS, AND TRYOUTS OF READING MATERIALS. THE TEACHER IS ABLE TO NOTE SKILLS WHICH SHOULD BE TAUGHT, ALTHOUGH EVERY SKILL ON THE CHECKLIST WILL NOT BE APPROPRIATE FOR EACH CHILD. SKILLS ARE LISTED IN THE GENERAL ORDER OF INTRODUCTION TO PUPILS, BUT THE LIST IS ARBITRARY AND FLEXIBLE AND SHOULD NOT BE CONSIDERED DEFINITIVE OR EXHAUSTIVE. THE CHECKLIST IS DIVIDED INTO SKILLS IN WORD RECOGNITION, VOCABULARY BUILDING, COMPREHENSION, INTERPRETATION, LITERARY DISCRIMINATION AND APPRECIATION, ORGANIZATION, STUDY, SPEED READING, AND ORAL READING.