A 15-item questionnaire, completed by 93 superintendents of Connecticut schools, focused on the identification, program design, instructional strategies, and support provided for early readers, their teachers, and their parents. Responses to each item are summarized statistically, and the general patterns that emerge in each of these areas are discussed. Among the findings reported is the central role of the classroom teacher in both identifying the early reader and structuring the child's reading program. (AA)