The "right to read" as a world and United States goal necessitates the maximum development of each student's reading ability, and this requires individual diagnosis and an eclectic approach to individual instruction. Among the skills which must continue to be developed beyond the primary grades are word-attack skills, vocabulary and concept development (including emphasis on abstract and figurative terms and contextual analysis), silent and oral reading skills, study skills through practice with good content-type materials, and comprehension and critical reading skills. In all of this instruction there must be an ongoing evaluation of each student's skill development, and measures should be taken to correct deficiencies as they occur. References are given. (DE)