The rising popularity of reading-skill management systems and criterion-referenced testing seems to be leading to fragmentation of developmental reading instruction. The mastery of isolated reading skills, which such programs emphasize, may not lead to fluent reading ability with comprehension. Traditional remedial reading approaches (Monroe 1932; Gillingham and Stillman 1970) also stress mastery of specific skills; consequently, students who fail in classroom reading programs based on specific skills are not likely to respond favorably to similar remedial programs. There may be a need for such skill-oriented programs to include "reading practice" to build fluency. Oral reading techniques offer possibilities that could provide this missing ingredient. Four oral reading methods which have been used as developmental or remedial programs or supplements will be described below. All have reported successful applications or experimental research and offer promise for classroom and clinical use. The methods are neurological impress, echo reading, assisted reading, and repeated readings. The Neurological Impress Method (Nim) was developed by Heckelman (1966). It is a simultaneous oral reading method with the teacher and student sitting side by side sharing a book. The student is a little in front of the teacher so the teacher's voice is directed into the student's ear. At first the teacher, reading at a moderate pace, will lead. Sentences and paragraphs are reread as needed until fluency is achieved. When the student gains ability and confidence, he should lead, with the teacher reading softly