Approaches that appear most effective for teaching beginning reading to children who are having difficulty learning to read are discussed in this paper. Research indicates that a code-emphasis method produces the best results. To determine which type of code instruction is most appropriate, reading programs were analyzed in terms of content, sequence, and pedagogy. Findings indicate little agreement about how many or which letter/sound correspondences should be taught. It is recommended that the earliest correspondences taught should be easy but functional, and presented in a noncompetitve manner. To analyze the pedagogical domain, the author evaluated lessons in code-emphasis programs and basal programs with phonic components and concluded that children without sophisticated auditory analysis skills learn to read best through a program that explicitly teaches correspondences and blending. Data cited suggest that skilled reading requires automaticity of work recognition. Previous encounters with a word increase processing of the word. It is recommended that steps be taken to enhance rapid word recognition. The author contends that reading comprehension is dependent upon the same linguistic, conceptual, cognitive, and general knowledge abilities as aural language comprehension, and that children should be given time to assimilate aural information before concepts are elaborated in print. It is concluded that for children having difficulty learning to read, structured, direct teaching affords greatest success. (MK)