This collection of short papers examines reading as a social institution. Rolland Callaway begins with the idea that the teaching of reading must be looked at in terms of educational policy or politics. Jack E. Williams follows with a semihistorical orientation which traces social class, ethnic, and racial biases on achievement. James B. Macdonald continues with a broad view of the impact of technology upon culture and specifically that of television upon reading. Wayne Berridge looks specifically at the reading establishment as a social phenomenon. Modifying this theme, Will Roy focuses upon the nature of school bureaucracy and how it may impinge upon reading achievement. John A. Zahorik discusses social factors in the classroom, particularly the general climate and teacher-pupil interactions, and their effect upon reading tasks. Alex Molnar completes the monograph with a broader look at the problem of values, suggesting that reading must be seen outside the context of technical problems where the concomitant teaching of values is put into focus. Macdonald offers a brief introduction and a short final summary. (Author/TO)