The ten reading research studies published since 1955 and deemed by the author "most important" in terms of quality, originality, and applicability to elementary reading instruction are described in this report. Discussed are studies on reading approaches by Russell Stauffer and by Neville Bennett; a study on reading readiness by Audrey Simpson-Tyson; word identification research by Theodore Clymer and by Robert Oaken, Morton Weiner, and Ward Cromer; and reading comprehension studies by Marie Clay and Robert Imlach, Frederick Davis, John Guthrie, Francis Hunkins, and Robert Thorndike. The following conclusions are offered by the author: (1) more formal methods appear to be superior to less formal methods in producing reading achievement; (2) children may need an extended reading readiness period; (3) only phonic generalizations with 75% utility should be taught; (4) different skills exist in word identification and comprehension; (5) better readers process larger units than do poorer readers; (6) there are a limited number of distinguishable reading comprehension skills; (7) cognitive development is important in reading comprehension; (8) higher level questions have the greatest effect on the best readers; and (9) socioeconomic factors have an important effect on reading comprehension. (DF)