Designed to assist educators in making a more knowledgeable selection of reading methods and techniques, this paper integrates the findings of eye processing research with classroom reading practices. Following a review of eye movement and visual processing research, the paper presents a discussion of research on the process by which a reader acquires information during a fixation pause. Next, research on the influence of grammatical structure upon eye movement, eye/voice span, and sentence-level memory processing is discussed. The paper concludes with a discussion of the implications this research holds for instruction at the grapho-phonemic, syntactic, and semantic levels. (FL)