The purpose of this paper was to relate Jean Piaget's stages of the learning process to the developmental aspects involved in reading comprehension. The need to correlate the developmental stage of the child's mind with the right types of activities was stressed. When a child has succeeded in the task of relating knowledge and affect to language learning, the two processes have become intercoordinated and functional for the child. As he perceives the arbitrary symbol, the symbol is able to elicit the meaning and affect which the child has developed actively for himself. He is ready to move to the next stage of the language continuum, that of expressing his personal knowledge, feelings, and thoughts in terms of symbols or written words. Four points were made which should provide insight into the advanced stages of reading comprehension: to be functional, learning must be based upon understanding of knowledge; neither learning nor knowledge alone can facilitate reading comprehension; learning and knowledge complement one another within the language domain; the development of meaning and the learning of language are both complex and sequential. [Marginal reproducibility of Appendix A and B.] (RW)