THE CONTENT OF THE VISUAL-LANGUAGE READING SERIES WHICH CAPITALIZES ON THE COPY MACHINE, OVERHEAD PROJECTOR, AND TRANSPARENCIES IS EXAMINED. THE RATIONALE IS BUILT AROUND THE MINIMIZING OF INITIAL DIFFICULTIES IN LEARNING TO READ, CONTROLLING THE EARLY FORMATION OF DESIRED READING AND WORD-ATTACK HABITS, MEETING A WIDE RANGE OF INDIVIDUAL DIFFERENCES, AND HEIGHTENING THE REACHERS EFFECTIVENESS AND POSITION. INITIAL DIFFICULTIES ARE MINIMIZED BY 1 TO 1 LETTER SOUND RELATIONSHIPS, EXTENSIVE REINFORCEMENT OF THOSE RELATIONSHIPS, INTRODUCTION OF SIGHT WORDS MOST LIKELY TO BE MET IN SUPPLEMENTARY MATERIAL, AND BUILDING OF A MORE EXTENSIVE SIGHT VOCABULARY THAN IS USUAL. DESIRED READING HABITS ARE CONTROLLED BY PROVIDING FOR A STRONG LEFT TO RIGHT ORIENTATION. INDIVIDUAL DIFFERENCES ARE PROVIDED FOR BY A FUSING OF VISUAL, LINGUISTIC, PROGRAMED, AUDITORY, AND CONTEXTUAL METHODS. THE TEACHER SAVES TIME IN MATERIAL PREPARATION, STUDENTS' ATTENTION IS CONTROLLED, AND EYE CONTACT IS MAINTAINED WITH THE CLASS. THIS PAPER WAS TO BE DELIVERED AT THE INTERNATIONAL READING ASSOCIATION (MAY 4, 1967) (BK)