This review of the literature on reading theories is built around three components: an explication of each theory, an evaluation of the theory based on an examination of its internal and external coherence and correspondence, and an application of the theory to a child's reading. The literature is organized around discussions of 12 benchmarks extracted from the literature, with each discussion followed by a list of references from which the conclusions were drawn. The discussed benchmarks suggest that theories of reading must (1) explain the interactive and variable processes involved in eye fixations and movements, (2) provide for optional grapheme to phoneme recoding, (3) provide for the processing involved in word recognition, (4) specify the use of syntactic and semantic information, (5) provide for the use of world knowledge in the construction of meaning, (6) provide for the interaction of the multiple levels of operation used by the reader in constructing meaning, (7) provide for the coordination of the multiple contributors to the reading process, (8) provide for parallel processing, (9) provide for the degree of utilization of each process, (10) provide for the role of memory in the reading process, (11) provide for the various levels of proficiency, and (12) provide for the various types of reading. (HOD)