This review of reading research literature deals with three major areas. First, 10 problems that inhibit the educational development of disadvantaged learners are identified and discussed. Secondly, programs designed to aid these students are reviewed. They include reading programs for preschool, elementary school, and secondary school age groups and for young adults. Research dealing with the attractiveness of certain reading content and with the effects of teacher behavior is included in this section. Finally, the research presented in the first two sections in evaluated. It is concluded (1) that most reading programs for the disadvantaged learner fail to consider his characteristic learning problems, (2) that not enough emphasis is placed on specific behavioral modifications desired in the student, (3) that disadvantaged students often are not properly identified, (4) that too little emphasis is placed on differences in teacher competencies, interests, and attitudes, and (5) that too many programs are of a "one-shot nature." Longitudinal studies of reading efforts are needed. A bibliography is included. (BS)