CONTAINED IN THE GUIDE IS INFORMATION ON THE BASIC SKILLS TO BE INCLUDED IN ANY INSTRUCTIONAL PROGRAM IN READING, ON THE DEVELOPMENT OF A GUIDED PROGRAM FOR INDIVIDUAL AND PERSONAL READING, AND ON THE EVALUATION OF A READING PROGRAM. THE OBJECTIVE IS TO HELP EACH CHILD BECOME AS EFFICIENT AND DIVERSIFIED A READER AS HIS ABILITIES PERMIT. NO LESSON PLANS OR LISTS OF ACTIVITIES ARE GIVEN. RATHER, THE EMPHASIS IS ON THE UNDERSTANDING OF THE SKILLS TO BE TAUGHT AND VARIOUS WAYS IN WHICH THEY CAN BE BUILT. VOCABULARY SKILLS NECESSARY TO MASTER IN A READING PROGRAM ARE WORD RECOGNITION, WORD ANALYSIS, PHONICS (THE ABILITY TO ASSOCIATE LETTERS AND GROUPS OF LETTERS WITH THE SOUNDS THEY REPRESENT, AND TO SYNTHESIZE THE SOUNDS INTO WORDS), STRUCTURAL ANALYSIS (THE ATTEMPT TO FIND IN AN UNKNOWN WORD STRUCTURAL ELEMENTS THAT CAN HELP DERIVE MEANING), DICTIONARY SKILLS, AND PRONUNCIATION ABILITY. THE COMPREHENSION SKILLS OF UNDERSTANDING, INTERPRETING, AND APPRECIATING SHOULD ALSO BE DEVELOPED. THE STUDY SKILLS EMPHASIZED ARE LOCATING INFORMATION TO BE READ, READING PICTORIAL MATERIALS, ORGANIZING MATERIAL READ FOR RECALL, AND ADAPTING TECHNIQUES TO SITUATIONS SPECIFIC TO EACH CONTENT FIELD. THE PLACE OF ORAL READING SKILLS IN THE INSTRUCTIONAL PROGRAM, IN AUDIENCE SITUATIONS, AND IN CONTENT FIELDS IS DESCRIBED. THROUGHOUT THE CHAPTER THE READER IS REFERRED TO OTHER PUBLICATIONS FOR SPECIFIC TEACHING METHODS AND MATERIALS. IN ADDITION TO TEACHING THE BASIC SKILLS, TEACHERS SHOULD HELP THEIR PUPILS DEVELOP THE HABIT OF PERSONAL AND INDIVIDUAL READING. IF THE PROPER READING MATERIALS AND PLANNED READING EXPERIENCES ARE CHOSEN FROM CURRENT MATERIALS, CLASSICS, TRADE BOOKS, AND INFORMATIONAL BOOKS, A LIFELONG HABIT OF DISCRIMINATING READING WILL BE ESTABLISHED.