The factors which determine the nature of a reading program are discussed in order to identify differences in reading instruction at the elementary and secondary levels. These factors are the developmental status of the learner, the demands of the curriculum, and the structure of the reading process. The differences in the developmental status of an elementary school child and a high school student are brought about by physiological, intellectual, and emotional changes. These account for differences in interest and activities, increased social participation, greater insight and perceptiveness, richer vocabulary, and increased capacity for higher-level thinking as the learner matures. Well-defined subject areas at the elementary level require the development of concepts, vocabulary, and competencies in word perception and comprehension. At the secondary level, reading becomes more specialized and requires even greater proficiency. This does not imply that a reading skill is unique to a grade level. Reading growth is developmental. Reading skills, abilities, and understandings have their beginnings at the readiness level and are refined, mastered, and enriched at the secondary level. (NS)