In this document, points of view are presented by a group of educators and academicians whose common purpose was to explore the area of beginning reading. Articles deal with (1) definitions of reading and problems with the use of associated terminology, (2) various theoretical considerations of the processes of learning which apply to beginning reading, (3) linguistic contributions to reading instructional programs, (4) using the graphoneme (closed syllable) concept in teaching independent decoding of reading vocabulary, (5) current research and opinion on the nature and utility of the syllable, (6) a reexamination of the Initial Teaching Alphabet (i.t.a.) system, (7) reading comprehension and the development of thinking skills, (8) mechanical teaching devices as the neglected dimension in reading instruction, (9) the weaknesses and strengths of the individualized reading approach, (10) writing language experience stories in "verse form," and (11) recommendations for training teachers of reading. Contributors are E. Hugh Rudorf, Virginia W. Jones, Patrick Groff, David Davis, John Ebbs, and Evelyn Wiggins. An appendix about the graphoneme concept and bibliographies on related research projects are included. (JB)