Research on effective beginning reading instruction has helped to define what instructional methods and content are most valuable. The research has shown that three important aspects of beginning reading instruction are alphabetic principles, reading fluency, and reading comprehension. A review of research in Part 1 of this Technical Paper discusses some of the instructional issues regarding these three areas of curriculum focus. Part 2 discusses the need for higher elementary reading achievement and includes 3 graphs that show 4th grader reading performance by: eligibility for free/reduced lunch, location of school, and ethnicity. Part 3 provides a detailed description of the core early elementary PLATO[R] resources "Beginning Reading for the Real World" and "Projects for the Real World." Across four levels, A to D, the "Beginning Reading for the Real World" program provides numerous opportunities for elementary students to learn and use letter-sound connections, context cues, comprehension, and reasoning skills. Target students, instructional emphasis, and activities presented are outlined for each of the four levels. Curriculum organization, instructional elements, and use of the curriculum are discussed in the section highlighting "Projects for the Real World." A table provides information on units, essential reading skills, and grammar/editing skills for Levels A-I (grades K through 8). Part 4 focuses on teaching with "Beginning Reading for the Real World." (Contains 44 references.) (AEF)