Presented are 11 papers (of the more than 50 delivered at the 1972 International Reading Association Convention) selected by a board of independent judges for their fresh insights, practical suggestions, and sound advice on reading instruction in the elementary school. Section one contains papers focusing on psycholinguistic and sociolingustic insights, some unfounded assumptions about disadvantaged children, and premises about urban school reading instruction. Section two highlights the importance of using a child's thoughts, language, and actions as a basis for teaching him to read and presents techniques and activities to use with the language experience approach. Section three touches on the affective dimension of reading--the importance of using pupil's interests as a means of involving them in reading and a sevenfold plan for individualizing reading instruction and, in doing so, showing concern for students' interests and attitudes. Section four contains two papers which deal with content reading--differences between narrative and expository styles as well as a review of selected literature pertaining to the research study skills. The last section focuses on the contributions paraprofessionals can make to a reading program. (HOD)