In spite of the recognition accorded three-quarters of a century ago to the importance of the advanced study of reading, there still remain far too many individuals and institutions for whom reading, reading acquisition, and reading instruction are not yet established as areas of study worthy of the most serious, scholarly attention. The case for such advanced study must be made insistently, and informed priorities regarding aspects of reading most in need of investigation must be periodically established. Both basic and applied research are seen as necessarily related. Little progress is expected from studies reflecting a narrow focus and an absence of interdisciplinary efforts within the broadest context of international cooperation. (Author)