Describing Reading Recovery and Chapter I as two programs that emphasize a one-on-one approach in assisting pupils in learning to read, this paper considers advantages and aspects of these programs. It gives 10 reasons for stressing a single teacher assisting one pupil in learning to read and proposes how these programs may be incorporated into reading instruction of a large group. The paper suggests that smaller class sizes of pupils (10 students or less) would allow teachers to provide more attention in guiding pupils to improve word recognition skills and comprehension. It lists 10 word recognition skills that could be taught sequentially in context. Discussing the need for additional support by the teacher, the paper lists 10 ways to help out in the classroom intending to guide pupils to become achievers in the area of reading instruction. It considers how strategies need to be found to guide all pupils in achieving selected goals in reading. The paper concludes by considering reasons why pupils should become good readers. (Contains 8 references.) (SC)