Environmental causes of reading problems and suggested programs which principals can implement are presented. Parental attitudes and behavior, the absence of books in the homes, lack of language stimulation, nonstandard dialect, and inadequate experience opportunities are among the environmental causes mentioned. Preprimary diagnosis, experience-enrichment opportunities, family counseling and group discussions, nongraded classes, individualized instruction, and programed tutoring are suggested to overcome these environmental deficiencies. Case histories of programs in action are cited. Interaction of community, home, and school is emphasized. A step-by-step approach to change, initiated by the school principal and mutually worked out by all concerned, should include (1) identification of neighborhood factors interfering with reading performance, (2) assessment of resources, (3) establishment of specific objectives, (4) clarification of procedures, and (5) evaluation. Charts, tables, and a bibliography are included. (RT)