THE TWO MAJOR TARGET POPULATIONS FOR THESE PROGRAMS ARE CHILDREN ENTERING SCHOOL IN FIRST OR SECOND GRADE WHO ARE IN DELINQUENOGENIC NEIGHBORHOODS AND ADOLESCENT DROPOUTS WHO ATTEND SPECIAL YOUTH COUNSELING CENTERS WHERE SKILLS CAN BE TAUGHT. THE PROGRAM SHOULD DEVELOP READING SKILLS AND ENRICH VOCABULARY PROVIDING A BASIS FOR ACCELERATED EDUCATIONAL PROGRESS AND ORIENTING STUDENTS TO PREVENT OR REDUCE DELINQUENCY. THE FOLLOWING ARE CHARACTERISTIC OF DELINQUENTS--REJECTION OF COMMUNITY VALUES, LACK OF SUSTAINED LIFE PLANNING, LACK OF METHOD OF OBTAINING STATUS, FEELINGS OF INJUSTICE, AND A DISTINCT VOCABULARY. THE EFFECTIVENESS OF ANY TRAINING PROGRAM MUST BE EVALUATED BY THE SUBSEQUENT BEHAVIOR OF THE TRAINEES. THERE SHOULD BE A REDUCTION OF DELINQUENT ACTS. PARTICIPANTS SHOULD BE MORE EMPLOYABLE. THE PROGRAMS MUST BE ECONOMICAL AND READILY AVAILABLE, REQUIRING LESS SKILLS, EQUIPMENT, AND HOUSING THAN ALTERNATIVE METHODS OF TRAINING. LEARNERS WILL PROGRESS ACCORDING TO PERSONAL PROFICIENCY, ABILITY TO ORGANIZE, AND ABILITY TO PLAN. THE DEVELOPMENT OF STATUS IS DEPENDENT UPON THE INDIVIDUAL'S WILLINGNESS TO INVEST HIS TIME AND ENERGY. THE PROGRESSIVE CHOICE READING PROGRAM INVOLVES SHORT UNITS OF PROGRAMED MATERIAL WHICH REQUIRE A RESPONSE TO THE TEXT AND WHICH FEED BACK THE ADEQUACY AND RELEVANCY OF THE LEARNER'S RESPONSE. POST-READING SKILLS, BASIC SCIENCE, AND BASIC MATH FOLLOW THE BASIC READING PROGRAM.