THE RELATIONSHIP OF DELINQUENCY AND ILLITERACY IS EVIDENT FROM THE INORDINATE NUMBER OF INDIVIDUALS WITH READING PROBLEMS IN THE OFFENDER POPULATION. THE NATURE OF THE OFFENDER READING PROBLEM, HOWEVER, HAS NOT BEEN INVESTIGATED AND THERE IS NO CONCLUSIVE EVIDENCE TO INDICATE WHETHER READING DISABILITY IS A CAUSE OR MERELY A CORRELATE OF ANTISOCIAL DELINQUENT, AND CRIMINAL BEHAVIOR. A SERIES OF CORRECTIONAL REMEDIAL READING PROGRAMS WITH PREDELINQUENT AND DELINQUENT CHILDREN SHOWS THAT, DESPITE THE APPARENT SUCCESS OF SOME, METHODOLOGICAL SHORTCOMINGS PRECLUDE ANY CONCLUSIONS AS TO THE EFFICACY OF REMEDIAL READING WITH BEHAVIOR PROBLEM CHILDREN EITHER IN IMPROVING THEIR READING SKILLS OR IN PREVENTING DELINQUENCY. APPROACHES WHICH WEIGH READING PROBLEMS AGAINST EMOTIONAL AND ATTITUDINAL ONES ARE FOUND, AS ARE TECHNIQUES OF OPERANT CONDITIONING, CONTINGENCY CONTRACTING, AND PEER GROUP THERAPY. EVIDENCE OF THE EFFICACY OF REMEDIAL READING IN INSTITUTIONS SUCH AS TRAINING SCHOOLS IS MUCH STRONGER THAN IN COMMUNITY-BASED PROJECTS, BUT READING CHANGE AND ENVIRONMENTAL CHANGE ARE VARIABLES INADEQUATELY DIFFERENTIATED IN THIS RESEARCH. ENCOURAGING RESULTS HAVE BEEN OBTAINED BY PROGRAMS BASED ON MOTIVATION AND HIGH-INTEREST READING MATERIAL. REMEDIAL READING PROGRAMS IN CORRECTIONAL SETTINGS FOR ADULTS ARE BRIEFLY SUMMARIZED, INCLUDING APPROACHES UTILIZING VOLUNTEERS IN A ONE-TO-ONE RELATIONSHIP. (MRK)