A THEORETICAL ANALYSIS OF THE READING PROCESS, BOTH PSYCHOLOGICAL AND LINGUISTIC, AND THE STUDIES DEVELOPING FROM THE ANALYSIS FORMED THE BASIS FOR THIS RESEARCH PROGRAM ON READING. A RESEARCH GROUP WAS ORGANIZED AS A LOOSE FEDERATION WITH EACH OF THE PRINCIPAL INVESTIGATORS PURSUING HIS OWN IDEAS AND TAKING RESPONSIBILITY FOR THEM. THE COMPLETED STUDIES (22 IN NUMBER) ARE PRESENTED IN THE REPORT, FALLING INTO SEVERAL GROUPS. GROUP ONE COVERED THE ACQUISITION OF READING SKILL THROUGH SUCH ACTIVITIES AS (1) LEARNING TO SPEAK ONE'S LANGUAGE, (2) DISCRIMINATION OF LETTERS, (3) LEARNING TO DECODE GRAPHIC SYMBOLS TO THEIR APPROPRIATE SPEECH SYMBOLS, AND (4) FORMING OR DISCOVERING HIGHER UNITS FOR RAPID READING. GROUP TWO DISCUSSED (1) THE RELATIONSHIP BETWEEN READING AND WRITING, (2) THE LEARNING OF GRAPHEME-TO-PHONEME CORRESPONDENCES, AND (3) THE SOURCES OF CONFUSION ERRORS IN THE RECOGNITION OF WORD FORMS. GROUP THREE DISCUSSED THE ROLE PLAYED BY VARIOUS TYPES OF STIMULUS ATTRIBUTES WHEN THEY ARE PRESENT AS COMPETING CUES IN TASKS REQUIRING A CHILD TO MAKE COMPARATIVE SIMILARITY JUDGMENTS. GROUP FOUR ANALYZED SOME OF THE IMPLICATIONS OF LINGUISTICS FOR THE PROCESS OF READING. GROUP FIVE COVERED RESEARCH AIMED AT THE EMPIRICAL DEFINITIONS OF UNITS IN LANGUAGE. (AW)