This monograph elaborates the interactive definition of reading and illustrates how this process, along with inappropriate instruction, can reinforce poor reading behaviors. The monograph also outlines current instructional procedures and proposes new programmatic solutions. The monograph concludes with a list of premises based on recent reading research: (1) reading problems are not solely a deficit within readers; (2) teachers' instructional decisions and behaviors are powerful influences on students' learning; (3) students need to read extended text for authentic purposes in social and interactive environments; (4) school and district administrators need to support the shared communication between the specialists and the classroom teacher; and (5) public policy regulations need to allow for school districts to orchestrate and deliver an instructional plan that will provide high-quality instruction rather than meet a multitude of federal guidelines. Two figures are included; a 56-item bibliography is attached. (RS)