Naturalistic inquiry (based on the ethnographic research paradigm) has the potential to supplement, or possibly to replace, quantitative experimental research in education. For years most reading researchers have used the experimental research design. This design fails to tap self-concept, value systems, purpose of and attitude toward reading, teacher's personality, teaching skills, and individual differences. Another criticism of the experimental control design model is that it has been of limited value in providing information about the reading process. As a consequence, participant observation, informal interviews, and video tape analysis have been identified as sensitive action-oriented processes needed to supplement quantitative data collection. Because these techniques describe the world as the participants see it, they have the potential for providing answers to complex reading problems. More specifically, the data are broader and more holistic. Certainly it is now time to broaden the horizons of reading research to include variations in reading behavior, to examine culture-free tests, and to review carefully techniques and strategies needed in the teaching of cross-cultural groups. Reading research must use a wider range of research methodology, including video recordings, field notes, participant observations, elicitation tasks, informal interviews, introspection and retrospection, audio tapes, recordings, diaries, and informal observation of cognitive tasks. (HOD)