Articles in this monograph reflect the fact that English teachers see reading and literature as closely related. The opening essay, "Reading Is Non-Linear," provides the theoretical base for a comprehensive approach, drawing on current psycholinguistic theory. "Toward Comprehensive Reading Programs in Secondary Schools," reviews current issues and debates in reading instruction and also calls for a program that avoids extremes in both philosophy and pedagogy. The "how-to's" of reading and literature programs are addressed in "Nothing Improves Reading Like Reading; But You've Got to Get Them to Do It First." The article, "The Multidimensional Literature Program," argues that reading/literature teachers must draw on a variety of teaching techniques, not just one or two. Classroom talk is dealt with in "Talk Is Cheap," which further shows how the application of the ideas of William Glasser can contribute to literature lessons. Strategies for constructing individualized reading programs are provided in "Stationing as a Reading Management Technique." A workshop approach to teaching writing that actively engages students in reading is discussed in "Teaching Critical Reading in the Writing Class." The article, "Every Teacher Is a Teacher of Reading," states cogently that teachers in all subject areas must take responsibility for helping their students with reading skills. The final article, "Parent-Teacher Cooperation Pays Off," shows that the concern for reading can extend beyond the schools. (HOD)