The relationship between phonics and linguistics is considered. Certain observations concerning each are offered by the author. Phonics generalizations from reading experts and from linguists are presented. It is noted that the linguists offer critical observations of phonics instruction mainly because so much confusion is present in the instruction about the relationship of sound and symbol on the level of teacher awareness. The author believes certain understanding provided by linguists are absolutely necessary in implementing any choice of approach made toward the teaching of reading. He emphasizes certain points which must provide the basis for any kind of phonics or neophonics instruction and which must be recognized in any kind of meaningful research activity. And he also suggests some basic insights from linguists that can be of use to teachers who use phonics and to researchers who wish to investigate the usefulness of phonics as a way of teaching reading. References are included. (NH)