Intended for teachers of learning disabled or remedial learners at all levels, this book presents a holistic perspective on reading and writing instruction, focusing on meaningful, purposeful literacy applications. The book begins with a general discussion of learning disabled and remedial students and then introduces readers to a holistic theory of reading and writing development. This is followed by a thorough discussion of an observational approach to reading and writing assessment and a consideration of the problem of writing meaningful goals and objectives from a holistic perspective. In the main body of the book, a large number of instructional strategies that have been found successful in encouraging literacy development are provided. Chapters include "Planning Instruction"; "Prereading Instruction"; "In-Process Reading Instruction"; "Post-Reading Instruction"; "Composition: Choices and Instruction"; and "Transcription: Choices and Instruction." In addition to specific instructional strategies, teachers are encouraged to surround students with print and encourage the discovery by students that reading and writing are meaningful, purposeful, and personally worthwhile. The final chapter presents a discussion of collaboration on a literacy program with parents, teachers, and administrators. Also included is an extensive list of predictable trade books for children. (Sixteen pages of references are included.) (ARH)