THE EFFECTIVE READER SHOULD DEVELOP WORD ATTACK SKILLS, AN ADEQUATE VOCABULARY, AND THE ABILITY TO ADJUST READING RATE TO THE PURPOSE FOR READING. THESE SKILLS ARE INTRODUCED AND REINFORCED AT EVERY GRADE LEVEL WITH INCREASING DEGREES OF REFINEMENT FROM YEAR TO YEAR BY BOTH READING TEACHERS AND CONTENT AREA TEACHERS. LESS OBVIOUS BUT EQUALLY VITAL ARE THE CRITICAL READING SKILLS WHICH LEAD TO THE ULTIMATE GOAL IN READING--THE ABILITY TO EVALUATE MATERIAL READ, INTEGRATE IT INTO THE TOTAL EXPERIENCE PATTERN, AND HAVE IT AFFECT BEHAVIOR CHANGE. TO HELP THE STUDENT ACHIEVE THIS GOAL, TEACHERS SHOULD GUIDE HIM IN SELECTING MATERIALS THAT FIT HIS TASTE, READING LEVEL, AND PURPOSE. THIS CAN BE DONE THROUGH A DEVELOPMENTAL READING PROGRAM RUN CONCURRENTLY WITH A PROGRAM WHICH DEVELOPS ATTITUDES, HABITS, TASTES, AND INTERESTS. THIS PROGRAM SHOULD BE CARRIED OUT IN A SCHOOL WHERE SUITABLE READING MATERIALS ARE READILY ACCESSIBLE. THE EFFECTIVE READER, THEREFORE, IS THE PRODUCT OF THE EFFORTS OF THE TOTAL SCHOOL COMMUNITY. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (NS)