Intended for reading teachers and school administrators, this paper proposes a whole language, comprehension based approach to reading instruction that is rooted in the humanistic acceptance of the learner as problem solver and that builds on strengths and minimizes preoccupation with reading deficiency. Following an introduction and rationale for this holistic approach, the paper outlines the key principles of the approach relating to the reading process, teaching and learning, and instructional materials. The paper then examines the myths of reading readiness, controlled vocabulary, phonics, and mastery learning. The next section of the paper details the essentials of an in-school program that draws on the learning taking place outside school, beginning with preschool and progressing through beginning reading, developmental reading, and an alternative to remediation. The conclusion of the paper reexamines the strengths of a holistic reading program. (HTH)