Written by teachers, linguists, psychologists, and reading specialists, this book elucidates the relationship between reading and language, and explains why reading should be regarded as a language-based process. The book is divided into eight sections, each of which includes an introduction and sources for further reading. The essays for each section and their authors are as follows: (1) "The Study of Language" (Ronald Wardhaugh); (2) "The Language Process: Systems or Systematic?" (Carolyn L. Burke); (3) "The Learner and His Language" (Frank Smith); (4) "The Language Learner in School (Dolores Mather); (5) "Speech Differences and Teaching Strategies: How Different Is Enough?" (Roger W. Shuy); (6) "A Teaching Strategy" (Mildred R. Gladney); (7) "What Teachers of Reading Should Know About the Writing System" (Paul David Allen); (8) "The Nature of the Writing System: Pedagogical Implications" (Sarah C. Gudschinsky); (9) "Learning To Process Visually-Coded Symbolic Information" (Margaret Hubbard Jones); (10) "Perceptual Development in the Reading Process" (Rebecca C. Barr); (11) "The Reading Process: Theory and Practice" (Kenneth S. Goodman); (12) "Qualitative Reading Miscue Analysis for Teacher Training" (Yetta M. Goodman); (13) "The Nature of Reading: Language and Meaning" (Robert B. Ruddell and Helen G. Bacon); (14) "Language, Meaning, and Reading Instruction" (Pose Lamb); (15) "What Should the Reading Teacher Know About Language and Thinking?" (Constance M. McCullough); and (16) "Linguistics, Thought, and Reading" (Edmund H. Henderson). (HTH)