The interpretation a mature reader gleans from written language is a reflection of his linguistic, cognitive, emotional, and experiential level. In providing adequate instruction, therefore, instructors must be knowledgeable about the developmental sequences characteristic of each of these domains. The theories of L.S. Vygotsky, George Kelly, Jean Piaget, and Erik Erikson deal individually with specific aspects of these developmental sequences; collectively, they provide a basis for a comprehensive analysis of student behaviors in an academic environment. After examining these theories, a separate chapter is devoted to practical applications that provide a framework for the teaching of college reading. The study also includes a status survey of the philosophies and practices of current programs in 200 four-year colleges and universities in the United States. (Author/AA)