Each of the five sections in this book deals with one of the five major components in a diagnostic/prescriptive model of classroom reading instruction: instructional purpose, evaluation, materials, methods, and classroom management. Articles in the "Instructional Purpose" section discuss the affective component of instruction and the relationship between cognitive style and reading. The "Evaluation" section includes articles on the reading teacher as diagnostician and on informal diagnosis. The "Materials" section suggests ways of using four types of instructional materials: word lists, process and reinforcement games, classroom publications, and literature that facilitates students' value development. The fourth section, "Methods," provides information on the natural cluster method, action-oriented strategies that emphasize rapid information processing, affective strategies at the secondary level, and language research by children. The final section, "Management," discusses a continuous progress management system, management systems in open classrooms, and learning stations in the reading class. Each section lists and annotates additional sources for further information. (GW)