THE PRESENT AND FUTURE APPLICATIONS OF CERTAIN SCIENTIFIC DEVICES AND THEORIES TO INSTRUCTION IN READING ARE REVIEWED. A NUMBER OF DEVICES BASED ON COMPUTER-ASSISTED INSTRUCTION, INCLUDING THE TALKING TYPEWRITER, ORTHOGRAPHIC ARRANGEMENT, RELATIONSHIP OF WORD LENGTH AND MEANING, LETTER SEQUENCES AND THE RELATIONSHIP TO PRONUNCIATION RULES, AND PROGRAMMED MATERIALS ARE DISCUSSED. THE CURRICULAR IMPLICATIONS AND APPLICATIONS OF THE DEVICES INCLUDE THE SEQUENCE IN TEACHING PHONICS, THE CONSISTENCY OF PHONIC COMBINATIONS AND STRUCTURAL UNITS IN MATERIALS TO FORMULATE GENERALIZATIONS, THE PREPARATION OF TEXTUAL MATERIAL DEALING WITH SENTENCE PATTERNS, THE INFLUENCE OF SEMANTIC CONSTRAINTS UPON THE POSSIBILITY OF DERIVING MEANING FROM AN UNKNOWN WORD, THE PROCESSING AND RECODING OF LANGUAGE, BETTER TYPES OF READING AND PRE-READING EXPERIENCES, THE PROCESSES AND STAGES OF COMPREHENSION, READABILITY MEASURES AND FORMULAS, AND INFORMATION RETRIEVAL. REFERENCES ARE INCLUDED. (BK)