The conclusion shared by many studies of instruction--that the teacher is the most significant variable in the child's learning process--suggests that the major focus of the efforts of the reading consultant is the classroom teacher. In working with that teacher, the consultant will discover these assumptions about adult learning provide a viable structure: (1) the adult views himself and must be viewed by others as capable of self-direction, (2) the adult's experience constitutes an integral part of his self and is a valuable learning resource, (3) the adult's "now" time perspective requires that learning end in immediate application, and (4) the adult orientation to learning is problem-, not subject matter-, centered. Using a team approach to solve problems encountered in reading instruction, the consultant can lead teachers, other professionals, aides, and parents (as appropriate to the situation) to a consideration and application of the multitude of resources, methods, and programs already in existence. (Author/RD)