Reading as a skill permeates all curriculum areas--literature, social studies, science, mathematics, health, music, art, and physical education to some extent. Teachers should do much oral reading to young learners in particular. Pupils need to experience a wide variety of trade books at a reading center, while basal readers provide a quality framework for the teaching of reading. Teachers need to use supplementary readers as well as trade books to assist each pupil to achieve as optimally as possible in reading. Pupils also need to achieve skill in word recognition techniques. Most pupils can benefit from syllabication instruction to identify unknown words. Phonics instruction and syllabication learnings should be stressed within the framework of larger units of emphasis such as context clues. Early primary age pupils, in particular, find picture clues to be helpful in choosing a correct word in what was the unknown in reading. Teachers also need to determine the level of reading achievement in relation to the basal textbook used. The numerous problems that pupils individually may experience in reading need to be identified and solutions sought. As pupils master word attack skills, they also need to be capable of reading for diverse purposes or comprehension skills. To be a good reader stresses the ability to comprehend and understand that which has been read. (RS)