Behavioristic, nativistic, and cognitive theories of language acquisition are discussed. Linguistically-oriented theories are compared with learning-oriented theories, and four controversial issues of frequency of stimuli, imitation expansion, and meaning are reviewed. The theories, according to the author, are rather unsubstantial at present. The author states that reading acquisition seems to be very different from language acquisition and that most beginning reading methods depend on language and cognitive abilities not yet mastered by 6-year-olds. He concludes that the theories of language acquisition appear to have little to offer anyone in coming to a better understanding of how beginning reading should be taught. A bibliography is included. (Author/MS)