The last of a series of teacher education units discusses techniques for teaching reading and writing to culturally disadvantaged students. The poor reading ability of such students is related to their cultural backgrounds which prepared them inadequately for reading instruction in a middle-class oriented curriculum. Therefore, remedial instruction must supply some of this preparatory experience. Pupils ought to be able to hear and speak the language before they are taught to read. Reading lessons should include the components of motivation, vocabulary, guided silent reading, discussion, oral rereading, and follow-up. Writing is the most difficult language skill to teach these students, so instruction should progress from speaking to reading and writing. A summary, some discussion questions, and a bibliography are included. For other units in this series see UD 005 366, UD 005 367, UD 006 843, UD 006 842, UD 007 191, and UD 006 841. (NH)