This paper discusses some educational developments which have either surfaced or been revived during the past decade or so and which may contribute to or influence the teaching of reading. The developments discussed include: accountability and performance contracting; the use of more adults (parents, paraprofessionals, and college students) in the classroom; television--the influence of which is still undetermined; new motivation techniques; a recognition of individual differences; British infant schools and informal education; an increased awareness of the relationship of language development to reading; an acceptance of nonstandard English; and linguistics. The author indicates that none of these educational developments have changed the teaching of reading appreciably and that the factor which can most influence reading is an improved awareness of language and its relationship to reading. (WR)