Advocates of high standards and expectations usually believe that gaps in reading achievement can be eliminated with good teaching, but slow readers need a specially designed reading curriculum. The teacher first needs to use an informal reading inventory to determine the student's reading level. Functioning generally on a higher level than students with mental retardation but on a lower level than average students are a large number of students known as slow learners (approximately 14% of the school population). Slow learners tend to be concrete in their thinking, need help with strategies and organization, and be eager for success. To sequence learnings from the concrete and the semiconcrete to print requires careful planning on the teacher's part. The teacher must study slow readers to realize how much background information they need before they engage in reading print. The teacher also must select library books carefully to read to slow readers and to notice whether students are following the content being read. Perhaps the best way to emphasize a student's becoming skilled in word recognition is to stress use of context clues. Next to context clues, phonics may be stressed to unlock unknown words. Students may need learning opportunities to notice words on flash cards or a computer program. With flash cards, peers like to work together on drill and practice activities. Slow readers need much guidance from the teacher to develop sequential skills in word recognition and in comprehension. By listening to stories read aloud and being engaged in successful reading experiences, the slow learner might well make reading a lifetime endeavor. (NKA)