Psycholinguistic theoretical information provides the framework for the argument that talking books, taped books, shared book experiences and composing activities that include real text prepared for a specific audience provide an environment conducive to beginning reading. Six assumptions underlie the learning to read process: (1) children learn to read by making attempts to understand whole text that is meaningful to them; (2) children learn to read by reading often; (3) the process of learning to read must be enjoyable; (4) children improve their reading proficiency by reading materials somewhat beyond their current capacity; (5) children, even nonreaders, can read most materials of interest to them provided they are given sufficient background; and (6) reading and writing are reciprocal processes. (Eighteen references are attached.) (Author/RS)