<p>The reading process was critically examined in view of continually incoming research studies that may contribute towards the en­hancement of improved reading instructions. The point of depar­ture was seen in making inferences from reading pathology to normal reading functions. The salient dimensions of the reading process were discussed by stating eight basic postulates. A method for teach­ing normal children to read based on linguistic and psycho-pedagogical principles was suggested in a nine-phase sequence of teaching methodology. The suggested approach would allow to take normal children through a thorough reading procedure, while at the same time allowing to pick the slow readers and dyslexics. The poor read­ers could be singled out early and given additional and specific train­ing, similar to the branching technique in programmed instructions.</p><p> </p>