Many young children are being placed in a formal reading program before they are cognitively ready. Jean Piaget's developmental theory challenges educators to begin viewing learning and cognitive development from the child's point of view. Interpreters of Piaget's theory have addressed themselves to the teaching of math and science concepts, but little information is available for the use of the reading specialist. This presentation summarizes the logical thinking processes which are integral parts of "learning to read." In addition, simple assessment tasks for determining cognitive level, a curriculum model, and physical arrangements which would facilitate thinking processes are outlined. (Author/KS)