Documented and detailed accounts of productive thinking and concept attainment provide the essence of this textbook intended for use by graduate students who are interested in the teaching of reading as a cognitive process. The first part of the book explains how the foundations of reading instruction are based on thinking. The second and third parts deal with group and individualized instruction--the how and why--and with beginning reading instruction. The fourth part provides the concepts needed to keep word recognition skills in focus. The last part is concerned with the need to improve the efficiency and versatility, as well as the critical and creative reading abilities, of all readers. References are included after each section. (Author/NH)