Neither grammar-translation methods in foreign language learning nor the subsequent emphasis on spoken language paid sufficient attention to the importance of fluent reading with comprehension in a foreign language. However, the introduction of new means of testing, notably by multiple-choice questions, stimulated renewed interest in the importance of foreign language (FL) reading. This resulted in refined analysis of FL reading needs and the construction of reading exercises rather than design of models or theories to account for the reading process. At the same time, first language (L1) reading models and theories were losing their mechanical character and beginning to encompass the linguistic factors in a psycholinguistic approach. Second language (L2) reading research also profited from this progress, and theory-building and testing has started in the FL field as well. A review is made of research done in the 70's on the graphic, morphological, syntactic, textual, and semantic levels in reading. Comparisons are made with the L1 research and some speculation is offered on future developments, which may result in more efficient teaching programs and test devices in foreign language reading. (Author/AMH)