CREATIVE READING IS DEFINED AS READING FOR IMPLIED AND INFERRED MEANINGS, APPRECIATIVE REACTIONS, AND CRITICAL EVALUATION. THE ACT OF CRITICAL READING GOES BEYOND LITERAL COMPREHENSION TO DEMAND THAT THE READER PRODUCE FRESH, ORIGINAL IDEAS NOT EXPLICITLY STATED IN THE READING MATERIAL. THE READER BECOMES AN ACTIVE PARTICIPANT AND ADDS TO WHAT THE AUTHOR HAS WRITTEN. OPPORTUNITIES FOR CREATIVE READING SKILL DEVELOPMENT SHOULD BE INCLUDED IN THE READING PROGRAM FOR EVERY CHILD AT EVERY LEVEL. SEVERAL SITUATIONS AT VARIOUS PRIMARY GRADE LEVELS DEMONSTRATE CLASSROOM ACTIVITIES PROMOTING CREATIVE READING ARE PRESENTED. ELEVEN SUGGESTIONS FOR TEACHING CREATIVE READING ARE LISTED. GUIDELINES FOR TEACHERS TO USE IN DEVELOPING A PROGRAM OF CREATIVE READING INSTRUCTION ARE PRESENTED. SIX REFERENCES ARE MADE TO CHILDREN'S LITERATURE. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (KJ)