Studies are reviewed on early identification and remediation of "at risk" preschool, 1st-, and 2nd-grade children to prevent possible future reading failure. The research review identifies essential characteristics of reading and reading acquisition, explains difficulties in learning how to read, explores variables within the individual child which may later affect reading skills, and outlines the implications for at-risk children. Early literacy acquisition goals should involve: complementing the child's oral language goals, creating favorable language environments, and increasing students' awareness of word parts. Predicting reading performance requires effective screening programs to identify reading achievement problems. Three areas of possible deficits are identified: oral language abilities for comprehension and production, literacy knowledge gained from socialization experience, and language awareness skills. Early intervention has been found to be effective in overcoming these deficits as well as the influences of neurological immaturity and disadvantaged backgrounds. Strategies for improving reading skills involve use of environmental print, kinesthetic activities, recitation, building students' knowledge of concepts and attaching words to them, developing subtypes of reading disabilities and matching instruction to their perceptual strengths and preferences, and involving parents. (JDD)