Intended for practitioners and graduate students in reading education and educational administration, this guide presents theory, research, and practice that will help prospective and working administrators and supervisors to conceptualize better ways of helping children learn to read and want to read. Chapter One, "The Need for Reading Leadership," discusses a school-based improvement process, the varied roles of educational leaders, and the importance of supervisors who are knowledgeable in the reading field. Chapter Two, "Hiring Qualified Reading Teachers," focuses on considering a variety of approaches to assure that the schools recruit the best reading teachers. Chapter Three, "Success in Literacy through Early Intervention," suggests a number of strategies to help young children develop a foundation for success in literacy. In Chapter Four, "Administrators Can Support a Better Link between the Learning Center and the Classroom," the focus is on curricular congruence. Chapter Five, "Computer Applications as a Schoolwide Innovation: Focusing on Cooperative Leadership," highlights the cooperative strategies used by administrators and teachers, while focusing on computer application. In Chapter Six, "New Perspectives on Reading Instruction," recent insights concerning reading instruction are presented. Chapter Seven, "Reading Comprehension Myths: Administrators Beware," stresses the importance of dispelling reading comprehension myths. The last three chapters focus on independent reading and cover a variety of areas, including schoolwide efforts for recreational reading, uses of free reading for at-risk children, and strategies for sustaining independent reading. Appendixes include an annotated bibliography on reading leadership, a description of periodicals for reading leaders, and guidelines for improving reading lessons. (MG)