The end of the school year is in sight, but it's not too late to help lower-level readers catch up. Experts across the country were asked about the most common obstacles to reading success--and effective ways to over-come them. Their insights and tips can help a teacher make a real difference before summer begins.

Article is an interview with Mary Austin, author of "The First R" and "The Torchlighters". (GB)

Echoic reading helps in the development of a number of skills. Author examines the subject. (Editor/RK)

Author considers two of the major issues in reading debated in the sixties: how to start; when to start. (GB)

The author describes the program at the reading laboratory at Golfview Elementary School, Rocklege, Florida. The lab is for both students and teachers; its program focuses on the prevention and self-remediation of reading problems by building positive attitudes and interests. (Author)

First-grade teacher describes her program of having each student responsible for teaching'' one book to other students. (SP)

The author raises the question, What kind of program can reclaim the alienated reader? It must be a program designed to capture his interest, to assure him of success, and to convince him of his ability. (Author/AS)

Part of a section, "4 Reading Techniques that Work.

How one teacher successfully conducted an individualized program in an inner-city school. (Editor)

This feature tells how one teacher would arrange a sensible reading program that not only teaches children how to read but how to use reading as a skill. It also reports on how five schools encourage the reading habit. (Editor/SJL)

Reading improvement in school-age children is the focus of the 10 articles within this supplement. Topics include recent research findings, classroom activities, teaching methods, computer-based instruction, literature-based programs, home-based activities, stages of reading development, and reading resource materials. (IAH)