Discusses four issues raised by the movement toward publicly funded prekindergartens and offers five recommendations suggesting specific actions reading teachers can take to influence the design of prekindergarten programs. (JC)

Argues that remedial programs in reading have gradually lost sight of the original goal of improving classroom reading and that coordinating the program with the core curriculum is not sufficient to achieve curricular congruence. Offers suggestions for achieving congruence between the classroom and the clinic. (FL)