BASED ON "COLD DATA," SOME CONCLUSIONS ABOUT THE PROBLEMS OF TEACHING READING TO SOCIALLY DISADVANTAGED CHILDREN ARE LISTED AND BRIEFLY DISCUSSED. AMONG THEM ARE THE FOLLOWING--(1) MOST OF THESE CHILDREN ARE RETARDED READERS, BUT THEY LEARN TO READ IN SPITE OF, AND PRIOR TO THE SOLUTION OF, THEIR PSYCHOSOCIAL PROBLEMS, (2) WORD ATTACK SKILLS INCLUDING PHONICS SHOULD BE PART OF THE INSTRUCTION IN REMEDIAL READING PROGRAMS FOR THESE CHILDREN, (3) BECAUSE THEY TEND TO BE VISUAL RATHER THAN AUDITORY READERS, THEY SHOULD BE GIVEN LINGUISTIC-PHONIC INSTRUCTION AS EARLY AS BEGINNING READING PROGRAMS, (4) BECAUSE THESE CHILDREN HAVE DIFFERENT LEARNING STYLES, THE CONTENT, LEVEL, AND RATE OF THEIR LEARNING SHOULD BE ADJUSTED TO MEET THEIR INDIVIDUAL NEEDS, AND (5) TEACHERS DO NOT KNOW ABOUT NEW AND APPROPRIATE MATERIALS AND METHODS FOR TEACHING THESE CHILDREN. THIS PAPER WAS PRESENTED AT THE NEW YORK STATE ENGLISH TEACHERS COUNCIL (KIAMESHA LAKE, NEW YORK, APRIL 22, 1966). (JL)