The purpose of this book is to contribute to an understanding of the nature of reading so that teachers can decide how to teach children in a way that will enable children to make sense of what they read. The process of reading, the perceptual and language skills involved in reading, the nature of memory and comprehension, and the way that nonreaders perceive the task of learning to read are examined. The premise of the analysis is that only through reading do children learn to read, thus the function of a teacher is to act as a guide and choose materials and methods that will make reading easy for learners. (MKM)