Some practical steps for organizing programs for secondary level nonreaders are presented in this book. Included are chapters which describe common characteristics and problems of nonreaders, discuss alternative reading approaches for the teacher or tutor who is not an expert in reading, and explain specific techniques for teaching nonreaders. Two chapters are devoted to methods of organizing programs for readers in schools, community centers, and prisons, including ways of identifying nonreaders and arranging for effective use of student tutors who were themselves former nonreaders or high school dropouts. The second half of the book contains case studies of nonreaders who were successful in learning to read, providing insight into the special methodology required for nonreaders as well as the type of psychological and reading problems encountered. (TO)