Identification of ingredients of successful urban reading programs in order to effect an increase in reading achievement in urban schools is the purpose of this paper. An historical-sociological framework is established. Pertinent literature which seeks to explain the causes of reading failure in urban schools is reviewed. Among the topics discussed are the myth of cultural deprivation, Black English, visual perceptual deficits, and teacher attitudes. Successful reading programs and practices which have achieved measurable success in reversing reading failure are described. Among the programs analyzed are the Follow Through Program in public schools 11, 129, and 146 in New York City; the Woodland School in Kansas City, Missouri; the Ann Street School in Los Angeles; School 6 Annex in Passaic, New Jersey; and "Sesame Street." The Career Opportunities Program at the University of Massachusetts is discussed as an effective model for urban teacher training. Four proposals for change directed at increasing reading achievement are examined, including the Right to Read Program and the Reading Improvement Act of 1973. (Author/MKM)