The major purpose of this study was to determine if seven high school students with a history of reading problems would demonstrate more effective use of the graphophonic, syntactic, and semantic cue systems involvement in reading by means of a whole language approach. The underlying assumption of this study was that students who experience problems in learning to read can be helped if reading is presented in the context of whole language. This assumption is supported by the theoretical bases of psycholinguistic insights into the reading process. Assisted reading with specially adapted taping procedures and questioning strategies provided the means of involving the students in whole language. The Reading Miscue Inventory (RMI) was used to evaluate each student's use of the language cue systems during oral readings prior to and following assisted reading sessions. Pre- and post-RMI Reader Profiles consisting of the percentage scores for Comprehension Patterns, Grammatical Relationships Patterns, and Sound/Graphic Relationships were constructed and compared. Pre- and post-Retelling Scores also were compared. The pre-RMI group scores indicate that before involvement in whole language the subjects' reliance on graphophonic cues was stronger than on meaning-producing cues, i.e., syntactic and semantic. The post-RMI profile shows continued reliance on graphophonic cues and increased reliance on syntactic and semantic cues. Increased reliance on the meaning-producing cues signifies that the students were attempting to read for meaning and were making more effective use of the language cue systems after involvement in whole language. The results support the use of whole language in the teaching of reading. Therefore, instructional techniques such as assisted reading which use whole language should be incorporated into the reading program. Exploratory purposes of the study were to determine if the students' attitude toward reading would improve and whether their percentile scores on the comprehension section of a standardized reading achievement test would improve after involvement in whole language. Prior to the assisted reading sessions, not one of the students indicated that he liked to read. Afterwards all the subjects said that they enjoyed reading more than they had when the sessions began. They all made posit comments about their success and said they would recommend the treatment to a friend with a reading problem. No valid conclusions could be drawn from the results of the standardized reading achievement tests. Implications for further research resulted from the study. / Ed. D.