The importance of word analysis skills to reading ability is discussed, and methodologies for teaching such skills are examined. It is stated that a child cannot become proficient in reading if he does not master the skill of associating printed letter symbols with the sounds they represent. Instructional procedures which augment the alphabet with letters and involve respelling of words are, it is suggested, confusing, and the claims of proponents of this methodology are contradictory. Another instructional approach creates dependency on charts for translations of letter to color to sound. A linguistic method rests on the assumption that a child should learn initially only those words which have regular spellings, thus neglecting 61% of 5000 basic vocabulary words with irregular spellings. Programmed reading materials have the advantage of allowing students to work at their own pace, but are lacking in emphasis on reading as a meaning-making activity. Over emphasis on word analysis skills can lead the student to resist reading for meaning or enjoyment. It is concluded that word analysis skills are necessary to reading ability and should therefore be taught systematically, but that reading for meaning and enjoyment should be given equal emphasis. (AL)