Six speeches given at an institute on reading programs for emotionally handicapped children are presented. Jules Abrams first examines the relationship of emotional and personality maladjustments to reading difficulty. Then Clifford Kolson advocates the promotion of informal reading and the proper diagnosis of a child's reading level. A discussion of practical approaches for classroom instruction by Winton Buddington is based on the premise that the rate of practical application in the classroom is not tied to intelligence level or academic learning capacity. He advocates placing the child at the correct achievement and expectancy level, encouraging the child to learn at his own rate, and promoting both individual and paired learning. Motivation techniques covered briefly by William Davis are encouragement of a positive attitude in the child, teacher assessment of emotional problems, use of school crisis room, behavior modification, and development of better comprehension. The last paper by Joan Hyman and Gita Kornfeld focuses upon special strategy for high intensity learning based on the research finding that many reading problems result from improper teaching. (CB)