THE IMPORTANCE OF ADAPTING READING INSTRUCTION TO EACH CHILD'S NEEDS IS STRESSED IN THIS HANDBOOK FOR TEACHERS OF REMEDIAL READING. INFORMATION IS ORGANIZED AROUND SIX TOPICS--(1) THE NATURE OF THE READING PROCESS, (2) CRITERIA FOR A GOOD ELEMENTARY READING PROGRAM, (3) REMEDIAL READERS, THE SYMPTOMS AND CAUSES (PHYSICAL, INTELLECTUAL, EDUCATIONAL, EMOTIONAL, AND ENVIRONMENTAL), (4) PRINCIPLES AND TECHNIQUES OF DIAGNOSING REMEDIAL READERS, BOTH FORMAL AND INFORMAL PROCEDURES, (5) THE REMEDIAL READING PROGRAM, ITS BASIS, SCOPE, OBJECTIVES, AND PROCEDURES, AND (6) REMEDIAL READING IN THE TOTAL SCHOOL WITH EMPHASIS ON READING IN THE CONTENT AREAS. INCLUDED IN THE APPENDIXES ARE SELECTED ACTIVITIES AND EXERCISES FOR TEACHING READING IN THE ELEMENTARY SCHOOLS, SOME CRITERIA FOR THE SELECTION AND EVALUATION OF READING MATERIALS, LISTS OF TEACHERS' BOOKS FOR USE WITH REMEDIAL READERS, ADDRESSES OF PUBLISHERS, ESSENTIAL READING MATERIALS FOR EVERY CLASSROOM, AND REMEDIAL READING WORKBOOKS, SUPPLIES, AUDIOVISUAL MATERIALS, SUPPLEMENTARY READERS, AND ENRICHMENT SERIES. SEVERAL ADDITIONAL REFERENCE LISTS, READING INVENTORIES AND CHECKLISTS, AND A LIST OF DIAGNOSTIC READING TESTS ARE GIVEN. (LS)