Describes a case study of a sixth-grade student experiencing profound difficulties in learning to read, and the instructional intervention that helped him make significant progress. Comments on the public school's responsibility to provide effective remedial instruction. (SR)

Reports on the second year of a supplementary reading program. Notes the program was successful with nonreading or delayed-reading students from regular and special education classrooms in grades one through eight. Argues that labels such as at-risk, learning disabled, and dyslexic are excuses for not initially teaching children how to read. (SR)