To prevent children with reading difficulties from thinking of themselves as failures, academic experiences must include projects that will motivate them to be responsible learners, enhance their self-concept, and reinforce all the language arts skills. One class of sixth grade students with reading disabilities made minibooks from greeting cards as one such activity. The children brought greeting cards from home and chose one that sparked a story idea. To develop the idea, they read the verse, wrote down new vocabulary, and studied the picture carefully, discussing anything unusual or different about it. Those still having difficulty beginning their rough drafts used the five "Ws": who, what, why, when, and where. After completing a rough draft, students met in conference with the teacher, where they read their stories aloud, made changes, and expanded details. Students then constructed books with lined paper cut to fit inside the cards and transcribed their corrected drafts. After practicing reading aloud, they read their stories to a class of students with developmental disabilities. With confidence in their writing and oral reading significantly improved, these students were then able to work one-to-one with the developmentally disabled students to create more minibooks, a venture that proved "enabling" for both groups. (A sample minibook is appended.) (HTH)