THE USEFULNESS OF MODERN GRAMMAR, PARTICULARLY OF KNOWLEDGE OF LANGUAGE PATTERNS, IN FACILITATING READING EFFICIENCY IS CONSIDERED IN A DISCUSSION OF THE IMPLICATIONS OF STRUCTURE IN LANGUAGE FOR THE TEACHING OF READING. THE FOLLOWING TOPICS ARE DISCUSSED--(1) THE DUAL CONCEPT OF MEANING, (2) THE FOUR STAGES OF LANGUAGE STRUCTURE (SOUNDS, PHONETICS AND SPELLING, SYNTAX OR GRAMMAR AND RHETORIC OR COMPOSITION), (3) PHONICS AND THE SOUND-MEANING APPROACH, (4) STRUCTURAL ANALYSIS AND VOCABULARY, (5) AWARENESS OF STRUCTURE AND READING EASE, (6) MODERN WRITING VS. CLASSICAL RHETORIC, (7) TRADITIONAL GRAMMAR VS. TRANSFORMATIONAL OR GENERATIVE GRAMMAR, AND (8) LINGUISTIC CONCEPTS. SOURCES FOR LINGUISTIC THEORY AS APPLIED TO READING AND LINGUISTICALLY BASED MATERIALS FOR CLASSROOM USE ARE GIVEN. A FOUR-PAGE SUMMARY OF MODERN GRAMMAR IN OUTLINE FORM IS INCLUDED. THIS PAPER WAS TO BE PRESENTED AT THE NATIONAL READING CONFERENCE (SAINT PETERSBURG, DECEMBER 3, 1966). (LS)