For student success in reading achievement, recognition needs must be met--each person desires to be recognized for things well done and for improvement over previous performances. This paper discusses how this can be done in the teaching of reading. The paper first enumerates and reports on selected past methods of reading instruction: initial teaching alphabet (ITA); programmed learning in reading instruction; and linguistic procedure approach. It then considers success in reading and outlines tools for learners to use in developing skills to become good readers. The paper suggests some ways to recognize learners and discusses holism in the reading curriculum, either in the whole language approach, in individualized reading, or in use of the experience chart. It then discusses how to harmonize the two approaches in reading instruction, word attack skills and holism. (NKA)