ABSTRACT
This chapter identifies the nature of language and thought in the reading process. Language behavior, such as calling objects by their correct names, tends to be reinforced by generalized responses from the listeners, who show in both direct and indirect ways that they understand and approve. A technique called the "cloze" procedure has been used by some reading authorities to identify the psycholinguistic processes underlying the reading act. The cloze procedure appears to have potential for the analysis of some psycholinguistic abilities as well as reading comprehension. Current debate in reading instruction centers on the question of how word analysis should be taught in beginning reading—whether by helping children to learn the sounds represented by the written letters or by emphasizing the meaning of the written message. Chronological age has traditionally been the chief criterion for admission to school and the start of instruction in reading.
