An overview of current theories of reading and the acquisition of literacy skills by children is presented. A research framework in which reading can be described in terms of the processes employed in other language uses is introduced and used to explain the failure of some children to learn to read. An ongoing research program is described that examines the way in which underlying skill components, analysis of linguistic knowledge, and control of linguistic processing are involved in reading. Future research directions are indicated. It is suggested that what is needed is a linguistic theory that will set the framework for the types of processes that the researchers have observed and empirically demonstrated with children learning to read. Contains 22 references. (Author/LB)