Suggesting that empirical work in the field of reading has advanced sufficiently to allow substantial agreed-upon results and conclusions, this literature review cuts through the detail of partially convergent, sometimes discrepant research findings to provide an integrated picture of how reading develops and how reading instruction should proceed. The focus of the review is prevention. Sketched is a picture of the conditions under which reading is most likely to develop easily--conditions that include stimulating preschool environments, excellent reading instruction, and the absence of any of a wide array of risk factors. It also provides recommendations for practice as well as recommendations for further research. After a preface and executive summary, chapters are (1) Introduction; (2) The Process of Learning to Read; (3) Who Has Reading Difficulties; (4) Predictors of Success and Failure in Reading; (5) Preventing Reading Difficulties before Kindergarten; (6) Instructional Strategies for Kindergarten and the Primary Grades; (7) Organizational Strategies for Kindergarten and the Primary Grades; (8) Helping Children with Reading Difficulties in Grades 1 to 3; (9) The Agents of Change; and (10) Recommendations for Practice and Research. Contains biographical sketches of the committee members and an index. Contains approximately 800 references. (RS)