Two Schools of thought prominent in reading instruction are: (1) that reading is a language-based skill which requires the reader to have a sound knowledge of phonology and that this knowledge must be at an automatic level of information processing; and (2) that reading problems are the result of being overly attentive to phonetic and orthographic features of words, to the disadvantage of the use of context. Since most specialists feel that one need not preclude the other, the question of whether to teach letter-sound correspondences has been explored. Several studies show that letter-sound instruction helps students with correct spellings and readings, and that phonological awareness and letter knowledge in combination are necessary but not sufficient for acquisition of the alphabetic principle. In addition, more can be done to teach children how to use their language skills, since many children who possess decoding skills make little use of them. Teachers can use the humor, ridiculousness, and rhythm of rhyme to teach children to use their skills. Research has shown that recognizing the global, tactile, and kinesthetic reading styles of poor readers will facilitate their learning. Personality differences, psychological and metacognitive factors, the quality of teachers, and the stability of the home also play a large role in children's learning. Phonemic awareness and stress on meaning need not preclude each other, but each must be used according to the needs of individual children. Successful teaching is a huge cooperative effort, which includes teachers, parents, librarians, speech therapists, social agencies, and ministries. (Several rhymes are included and 15 implications for educators are attached.) (PRA)