Suggests that schools cannot supply the reading background and then do nothing to assist their potential poor readers to climb the first step in the development of reading. Suggests that teachers need to devote more energy toward the maintenance of the social and cultural security of possible poor readers than toward the immersion of these pupils…

Provides a humorous look at remedial reading strategies by proposing a method of upside-down reading for remedial reading teachers to use with poor readers. (MG)