Rhetoric, reasoning, and reflection are discussed as the tools which enable a reader to distend the experience of reading to its greatest limits. Rhetoric is interpreted as the facility which allows the reader to understand both the necessary "how" and "what" of an author's work. Eleven cognitive processes used in written material are defined and related to rhetoric. The importance of early instruction in rhetoric as it applies to reading as well as to writing is emphasized. Reasoning is discussed as a criterion necessary to decode an author's thought and language. It is identified as a requisite to perceiving the association of ideas and the organization of thought in a written work. Courses in logic at the high school level are advocated strongly. Reflection is designated as essential to avoiding the intellectual sterility. It is noted that in this age of mass communication, reading remains unique in its individualized approach. The reader can choose according to his interest and can adjust the rate and time of his communication to allow for consequential reflective thought. References and illustrative figures are included. (BS)