Reading research and reading instruction can each be grouped in two distinct categories, depending on the assumed source of control for the particular reading act that is studied or taught. "Outside-in" theorists view the reading process as beginning with print and ending with some representation or interpretation inside the brain, while "inside-out" theorists perceive reading as a highly discriminative process that begins in the brain and ends with selective attention to only part of the printed text. Although outside-in theorists clearly dominate both research and practice, their theories fail to account for such factors as intention, selectivity, prediction, and comprehension. On the other hand, so little is known about the functional information processing functions of the brain that inside-out theories remain vague in their descriptions. The use of computers to simulate and test hypothesized language and thought processes has helped inside-out theories to a degree, but those computer assisted studies retain outside-in biases. Before the reading process can be understood--and effectively taught--further research must attack the inside/outside problem without the biases of either. (Discussion following presentation of the paper is included.) (RL)