Based on the thesis that reading is not a passive process by which readers soak up words and information from the page, but an active process by which they predict, sample, and confirm or correct their hypotheses about the written text, this book is an introduction to the theories of the psycholinguistic nature of the reading process and reading instruction. Each of the 12 chapters includes questions for journals and discussion, and extensive learning activities. The chapters deal with the following topics: (1) beliefs about reading; (2) what language means, and why it matters in the teaching of reading (including schema theory and contrasting models of reading and reading instruction); (3) how words are perceived; (4) how context aids in word identification; (5) why word-identification views of reading (such as phonics and basal reader approaches) are inappropriate; (6) how a socio-psycholinguistic view of reading is relevant to reading instruction; (7) how the acquisition of literacy parallels the acquisition of oral language; (8) how a whole language approach can be implemented (chapter contributed by Dorothy Watson and Paul Crowley); (9) how reading can be taught in the content areas (chapter contributed by Marilyn Wilson); (10) how to assess readers' strengths and begin to determine their instructional needs; (11) how to help those with reading difficulties; and (12) coming whole circle (chapter contributed by Dorothy Watson). Appendixes include a guided visualization based on the text "Petronella," lists of useful addresses, notes, bibliography, suggested readings (subdivided by topic), and an index. (SKC)