Considering a behaviorist's viewpoint focusing on specifics regarding learning and knowledge, this document discusses the psychology of learning and how it provides the reading/language arts teacher with a basis for making sound decisions in lesson and unit construction. It provides two examples of objectives for pupil achievement pertaining to vocabulary development in reading; six examples of different cognitive levels of complexity for pupils to achieve; and three standards to appraise the explanatory writing. The document discusses the advantages and disadvantages of using behaviorally stated objectives in teaching. It outlines eight sequential steps in advocating the task analysis approach in planning for instruction and discusses advantages of this approach. Discussing the"Structure of Knowledge" in the curriculum, it gives examples of useful sentence patterns developed by linguists. It discusses and gives examples of deductive and inductive learning that occurs in everyday life; discusses Jean Piaget's Readiness for Learning study; outlines four stages of learning; and discusses and outlines four learning styles of pupils. (SC)