CURRICULAR GUIDES TO THE TEACHING OF READING TO MIGRANT CHILDREN IN GRADES 1 THROUGH 6 ARE PRESENTED. OBJECTIVES ARE TO TEACH SUCH ESSENTIAL SKILLS IN WORD RECOGNITION AS CONTEXTUAL CLUES, WORD FORM CLUES, PHONETIC ANALYSIS, AND STRUCTURAL ANALYSIS. THE TEACHING OF SUCH COGNITIVE SKILLS AS APPREHENDING THE MAIN IDEA, FINDING SUPPORTING DETAILS, DETERMINING SEQUENCE, FOLLOWING DIRECTIONS, DRAWING INFERENCES, FOLLOWING SEQUENCE IN EVENTS AND STORIES, USING REFERENCE MATERIAL, AND REACTING TO MATERIAL READ IS EMPHASIZED. THE CURRICULUM IS TO BE DEVELOPED ALONG ORGANIZED LINES, STARTING WITH READING READINESS, AND PROGRESSING TO WORD RECOGNITION, COMPREHENSION, PURPOSEFUL READING AT A DEFINITE RATE BASED ON THE PURPOSE, VOCABULARY DEVELOPMENT, ACQUISITION OF STUDY SKILLS, AND ORAL INTERPRETATION. RATHER THAN FORCE CHILDREN TO FIT A PARTICULAR PATTERN, TEACHERS ARE ENCOURAGED TO FIT THE INSTRUCTION TO THE CHILDREN AND TO BE GUIDED BY THE INDIVIDUAL'S RATE OF LEARNING, STAGE OF DEVELOPMENT, AND CULTURAL AND EXPERIENTIAL BACKGROUND. PROGRAMS ARE TO BE DEVELOPMENTAL AND PROGRESS IN ORDERLY STEPS OF GROWTH. A DEVELOPMENTAL OUTLINE FOR TEACHING A READING LESSON INCLUDES THE FOLLOWING STEPS--BUILDING READINESS TO READ THE GIVEN SELECTION, GUIDING SILENT READING, DEVELOPING WORD-RECOGNITION TECHNIQUES, REREADING THE SELECTION FOR SUCH SPECIFIC PURPOSES AS FINDING THE MAIN IDEAS, FINDING DETAILS, OR LOCATING INFORMATION, AND PROVIDING FOLLOWUP ACTIVITIES TO EXTEND THE IDEAS GAINED WHILE READING. A VARIETY OF INSTRUCTIONAL MATERIALS SHOULD BE USED IN ADDITION TO BASAL AND SUPPLEMENTARY READERS. THE USE OF LIBRARY BOOKS, LITERATURE, CONTENT TYPE MATERIAL, MAGAZINES, AND NEWSPAPERS IS ENCOURAGED. BECAUSE OVERAGE PUPILS MAY NOT RESPOND WELL TO SUGGESTED TEXTS, TEACHERS ARE ADVISED TO SUBSTITUTE SUCH UNCONVENTIONAL MATERIAL AS COMIC BOOKS AND WALT DISNEY BOOKS WHEN NECESSARY.