Theories of how we learn to read are important springs for research and as research data piles up their strengths and weaknesses are being revealed. Meanwhile, back in the classroom, trial and error is as important as theory and data. In this item we have the experiences and methods of one successful reading teacher. She does not claim for her methods that they will work in every case, and she can not mention all of them in this short article. But the researchers will note how many of their discoveries are incorporated here into workable teaching techniques and the classroom teacher will be encouraged by the practicality of it all.