The conference proceedings include seven papers dealing with reading problems of emotionally disturbed children. Emotional resistance to reading is discussed by Jules Abrams, a psychiatrist. The purposes of testing and the problem of labeling are touched upon by Clifford Kolson. Some practical suggestions of classroom techniques for combining a child's skill need with the most appropriate learning modality and specific media are offered by Winton Buddington. William Davis presents a selection of methods for motivating an emotionally disturbed child to read. Rosa Hagen reports preliminary findings of a cooperative project involving community, public school, and medical center in the prevention of emotional and cognitive problems, focusing on intervention to improve reading achievement. High intensity instruction, or effective pedagogy, with adolescents who have been classified as disadvantaged, emotionally disturbed, or perceptually handicapped is examined by S. Alan Cohen. The text of a question and answer session on high intensity learning and individualized instruction conducted by Joan Hyman and Gita Kornfeld follows. (KW)