An approach to reading instruction based on a socio-psycholinguistic theory of the language learning process is presented in this book. Chapter 1 provides an overview of oral and written language development; identifies language processes, language systems, and cultural setting; and describes a socio-psycholinguistic model of language learning and a teaching-learning model based on socio-psycholinguistic principles. Chapter 2 considers oral language development. Chapter 3 examines the skills and whole language models of the reading process, and chapter 4 describes evaluation procedures enabling teachers to assess students' reading development. Chapter 5 reviews the socio-psycholinguistic nature of the reading process from a whole language perspective, while chapter 6 describes the socio-psycholinguistic nature of reading and whole-language reading approaches, methods, and materials. Chapter 7 explains procedures for organizing a whole language classroom, identifies classroom goals, and describes classroom organizational plans. Illustrations accompany the text, and appendixes include bibliographies of literature and a list of resources for developing individualized reading programs and thematic units. (EL)