MANY PROGRAMS FOR THE CULTURALLY DEPRIVED EMPHASIZE SPECIAL TECHNIQUES IN READING INSTRUCTION. AMONG THESE TECHNIQUES ARE SMALLER CLASSES, AUDIOVISUAL MATERIALS, AND LIBRARY BOOKS. THE CONTENT OF PRIMERS IS EVEN FURTHER FROM THE EXPERIENCE AND INTERESTS OF THE DISADVANTAGED CHILD THAN FOR THE AVERAGE CHILD. ALTHOUGH STUDIES INDICATE THE IMPORTANCE OF LIBRARIES IN READING INSTRUCTION, FEW SCHOOL SYSTEMS ARE ADEQUATELY IMPROVING LIBRARY COLLECTIONS AND SERVICES. THE ELEMENTARY SCHOOL LIBRARY CAN PROVIDE MATERIALS OF GREATER INTEREST TO THE CHILD WHICH CAN HELP HIM EXTEND HIS SPEAKING AND READING VOCABULARY. THE IMPORTANCE OF A PICTURE BOOK COLLECTION IS ALSO EMPHASIZED, PARTICULARLY IN READING-READINESS PROGRAMS FOR THE CULTURALLY DEPRIVED. AFTER THE CHILD BEGINS TO READ, HE CAN BE ENCOURAGED THROUGH DISPLAYS AND EXHIBITS. THE CONTRIBUTION WHICH AN ELEMENTARY LIBRARY CAN MAKE TO THE EDUCATION OF THE CULTURALLY DEPRIVED CHILD DEPENDS ON THE QUALITY OF THE LIBRARY. INDICATIONS ARE THAT SCHOOL LIBRARIES IN LARGE URBAN SCHOOL SYSTEMS ARE FAR BELOW THE STANDARDS OF THE AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS. ALTHOUGH THERE ARE DIFFERENCES AMONG SYSTEMS, MANY ARE WITHOUT CENTRALIZED LIBRARIES, AND ALL HAVE LESS BOOKS AND EXPENDITURES PER STUDENT THAN THE NATIONAL AVERAGE. BECAUSE OF GREATER PROBLEMS, URBAN AREAS ARE SPENDING LESS MONEY ON LIBRARY SERVICES. EFFECTIVE LIBRARY SERVICES ARE VITAL TO PROGRAMS FOR CULTURALLY DEPRIVED CHILDREN. THIS ARTICLE IS PUBLISHED IN "SCHOOL LIFE," OCTOBER 1973.