Intended for school psychologists, the guidelines suggest ways of intervening with troubled readers. An initial chapter notes the size of the problem and asserts that school psychologists have some training to work with troubled readers. Chapter 2 reviews the reading process, addressing such aspects as the interaction of text, reader, and content as well as the role of the basal reader in reading. Chapter 3 addresses characteristics of students with poor reading skills, primarily low self-concept as evidenced in response to competition, locus of control, and the child's own view of himself or herself. Diagnostic evaluation and assessment are the major foci of chapter 4 which reviews components of appropriate assessment. The final goal of evaluation, remediation, is the topic of chapter 5 which considers grouping, teacher feedback, student-classroom interactions and peer interactions. Sample reading questionnaires are appended; seven pages of references conclude the document. (CL)