A CURRICULUM GUIDE PRODUCED AT AN INSERVICE TRAINING COURSE ON "PROBLEMS IN TEACHING READING" BY TEACHERS FROM CARROLL COUNTY SCHOOLS, GEORGIA, IN THE SPRING OF 1966 IS PRESENTED. IT OFFERS GENERAL MOTIVATIONAL READING ACTIVITIES WHICH PROMOTE GROWTH IN CERTAIN PROBLEM AREAS IN READING. RECOGNIZING THAT THERE CAN BE NO EFFECTIVE LEARNING WITHOUT MOTIVATION, ONE GROUP OF TEACHERS PREPARED READING GAMES AND EXERCISES WITH SOME MOTIVATIONAL VALUE. GUIDED BY THE PRINCIPLE THAT PHONICS IS THE STARTING POINT IN THE PROCESS OF TEACHING A CHILD TO READ, TWO OTHER GROUPS WORKED ON GRADED PHONICS AND WORD RECOGNITION ACTIVITIES TO DEVELOP AUDITORY DISCRIMINATION, VISUAL DISCRIMINATION, WORD BLENDING, AND CONTEXTUAL APPLICATION, AND SUGGESTED SOME GUIDELINES IN THE TEACHING OF PHONICS. THE CONTEXT APPROACH, THE WORD ANALYSIS APPROACH, AND THE BASE APPROACH TO VOCABULARY BUILDING WERE USED BY A FOURTH GROUP IN FORMULATING EXERCISES IN VOCABULARY SKILL DEVELOPMENT. SPECIFIC ACTIVITIES FOR GROWTH IN COMPREHENSION, LISTENING SKILLS, AND STUDY SKILLS WERE ALSO DEVELOPED. (NS)