This paper presents a model for classifying initial approaches to the teaching of reading. The model consists of three dimensions: the degree of structuring of the program, the sequence of gradation of reading units, and the kind of symbol system used in the initial stages of reading instruction. The degrees of structuring refers to programs such as programed approaches (high degree of structuring), basal readers (medium degree of structuring), and language experience (low degree of structuring). The sequence of gradation dimension refers to reading approaches placed on a continuum of part-to-whole through whole-to-part. The symbol system is concerned with the symbol systems used in beginning reading and is subdivided into five parts which range from a sound related system to a non-alphabetic or non-sound related system. (WR)