The study summarized in this book was an intensive, detailed analysis of young fluent readers, their strengths, and the weaknesses in spite of which they learned to read early and fluently. Specifically, the study investigated two aspects of learning to read: the extent to which certain characteristics may appear crucial because of the particular approach used in learning to read and the fact that learning to read usually takes place in a group situation--in school. The book focuses on reading considered in a language context, fluent readers and their attainment on starting school, assessment of intelligence and other characteristics, auditory discrimination, early experiences and home background, the first few years at school, reading and other interests a few years later, parental observations, and a discussion of the findings. Included are tables of findings, two appendixes containing the initial parental interview and school report forms, a list of references, and indexes of subjects and names. (JM)