Reading instruction for the college student learning a second language should begin by establishing symbol-sound-meaning association. The step from speech to reading could best be made at the structural level. The emphasis at this point should be on sentence structure and the student should be taught to develop the ability to interpret the complexity of the thought processes as expressed in simple, compound, and complex sentences. Situational rather than linguistic grading should be emphasized, that is, it is necessary to describe the learner's experience. Writing, thus, becomes another method of communication. The student must also control pronunciation, intonation, and rhythmic features to develop his ability to read with appropriate speed and comprehension. Rather than learning vocabulary, the student must learn intonation, function order in sentence patterns, structure words, and word-form changes. Once the student has been trained up to the sentence level, the next steps can lead him to developing critical reading skills. (Author/VM)