Traditionally, reading instruction has emphasized the visual-sound correspondences in language. The illusion that words can be "sounded-out" letter by letter and word by word to produce meaning needs to be re-evaluated according to the psycholinguistic nature of the reading process. Some nonvisual aspects of reading which are prerequisite to successful reader-author communication are (1) understanding that reading is a silent-visual activity for the purpose of deriving meaning from print; (2) perceiving oneself as a reader, through successful and enjoyable reading experiences; (3) sharing common thoughts and experiences with an author; (4) sharing common language patterns with an author; (5) producing appropriate intonation patterns, based on the ability to relate the rhythm of oral language to the visual language patterns on the page; (6) desiring to know what the author is communicating; (7) understanding that reading for meaning supersedes the correct pronunciation of each letter and/or word in the text; and (8) predicting an author's message through knowledge of language (syntax) and the world (semantics). (GW)