The three papers presented in this publication examines in depth the thought and practices that currently prevail in the specialized areas of reading and concept attainment. Two of the papers deal with concept learning and the transformation of this knowledge into instructional guidelines. The third paper considers the importance of concept attainment in reading and provides illustrations of teaching practices that should prove helpful to reading teachers. The teaching-learning factors involved are not only maturation and social interaction but also mental and physical action and the ability of self-regulation. References are included after each article. (This document previously announced as ED 024 558.) (BS)