Debate regarding the teaching of reading as skills versus reading as securing ideas has been in evidence for some time. The "measurably stated objectives" philosophy emphasizes that the act of reading should be divided into specific skills in which the inherent component parts are identified and a highly detailed list of precise objectives are stressed in teaching and learning situations. A psychology of behaviorism harmonizes well with a skills reading curriculum. Toward the other end of the curriculum, an idea-centered curriculum may be emphasized. The excitement and challenge of reading ideas is paramount, and learners seek, select, and read diverse materials, sequencing their own learning. Trade books are much in evidence. A psychology of humanism harmonizes well with a"reading as securing ideas" approach. Holism is involved in that learners are to comprehend subject matter and appreciate literature rather than achieve specific skills, measurably stated, in reading. Specific skills may be emphasized as the need arises, but not as predetermined, precise objectives for learner attainment. Whether behaviorism or humanism is used as the philosophy of reading instruction, teachers need to guide each student to achieve optimally in reading. (RS)