The responses of 108 children, aged five through nine, to the question, "What is reading?" were analyzed to determine whether there were age-related trends toward more mature and structurally more complex definitions of reading and whether a relationship existed between reading skill and the ability to formulate a definition of reading. The Reading subtest of the Wide Range Achievement Test (WRAT) was also administered to each child as a measure of reading skill. Results showed that there were differences by age and grade level in maturity of definition (as measured in terms of inclusion of critical elements of word recognition and meaning) and in structural complexity (as defined by number of facets of reading specified). A significant positive relationship was found between reading skill as measured by the WRAT and complexity of definition. These findings were supported in a second study involving 36 children in kindergarten through grade two and in a reanalysis of earlier research data. (FL)