The purpose of this paper was to propose a theoretical description of the print reading process based on Piagetian concepts of mental functioning and to explore implications for educators which are compatible with such a theory. The methodology employed proceeds from a general explanation of mental functioning to one particular form, that of print reading. Directed thinking is also considered to be an integral part of the print reading process. Since many diverse views exist regarding this topic, a description of the process and its functioning is included to orient the reader to the particular meaning subscribed to in this paper. Differences in various definitions of thinking are emphasized by comparing three of them with the definition drawn from the works of Piaget. The relationship of language to directed thinking is also discussed. The conclusions are that print reading develops genetically from mental operations connected with spoken language use and that print reading will develop in much the same way spoken language developed if allowed to. Educational implications are that formal reading programs may be detrimental to a child's development if they do not take into account his experimental background and internal mental structures and that programs must be individualized. (Author/WR)