Notes that while gifted students have characteristics that suggest superior reading ability, not all of them become capable readers. Proposes a teaching program that is different in content, method, and pacing to help these children reach their potential. (FL)

Replies to an article in the same issue of this journal, which responded to this author's earlier article. Elaborates two fundamental points of disagreement (the definition of tutoring and the characteristics of the children being tutored). (SR)