In supporting independent or contextual reading, the principal can make a major difference in the lives of remedial and at-risk students. Initially, curricular congruence should be firmly established so that learning center staff and classroom teachers mutually support the use of school time for developing students' fluency. In addition, sustained silent reading and paired repeated reading are specific strategies to consider for remedial students who already have experienced failure. Conversely, maintenance of reading levels, reading recovery, and paired reading are useful suggestions for children who are at risk of failing. These approaches, if used positively, can benefit students in remedial and preventive ways. A perceptive principal will work cooperatively with teachers, guiding them to match the best approaches with the needs of students to develop fluency and lifetime reading habits. (Twenty-six references are attached.) (RS)