This collection of essays examines component areas of constructing a reading curriculum, including the concepts, rationales, and practical aspects that affect curriculum development. The first essay calls for a reading curriculum that incorporates developing proficiency in word recognition and comprehension, and emphasizes quality literature. The second essay discusses various procedures for grouping students in reading, including homogeneous and heterogeneous grouping, interage grouping, programed reading, and computer assisted instruction. The third essay discusses word recognition techniques, including phonics, syllabification, sight words, and structural analysis. The fourth essay concentrates on comprehension, failure to comprehend, and reading to acquire facts, to follow a sequence of events, and to solve problems. The final essay outlines procedures for evaluating a reading curriculum and summarizes objectives, sequence of learning, learning opportunities, and appraising learner progress. (CRH)