The third edition of a text originally written by Tinker in 1952 and revised with McCullough in 1962 presents an overview of the nature and goals of reading, of the bases for and factors related to reading programs, and of the practices recommended for reading instruction. In this edition greater attention is given to cognitive and linguistic skills underlying comprehension and interpretation. The disadvantaged reader is considered to be anyone who is unready or unable to engage successfully in the reading of "book English." The reading task, benefitted or impeded by the reader's experiences with the spoken language, is viewed as an interplay of (1) word form analysis or recognition, (2) recognition of sentence structure, (3) determination of word meanings, (4) determination of sentence meanings, (5) recognition of the function of sentences in their settings, (6) evaluation and interpretation of ideas, and (7) use of the ideas gained. The principle of relativity which pervades all aspects of language is seen as something the teacher must observe and as something the reader should be taught. Appendixes include tests of intelligence, reading readiness, and reading and study skills; books on teaching reading; and sources of booklists and materials. A bibliography is included. (BT/Author)