This book is the result of a five-week Summer Course for Teacher-trainees in EFFICIENT READING at the CentralInstitute of Indian Languages, Manasagangotri, Mysore. It is divided into two parts; the first section contains basic theory from which Efficient Reading Programmes are developed; the second section contains practice materials to be used for developing the skills of efficient reading. The first section is not meant to offer a comprehensive presentation of all the theory that is basic to reading programmes. It does explain in some detail the more common theories and concepts that set the way for the formulation of the Programme in Efficient reading that was taught at the Central Institute of Indian Languages.

Comment should be made about the selection of content for the chapters, 'What is Reading?, attempts to explain reading as a visual and perceptual process. In understanding how the eyes work in the reading process, the reasons for our recommendations for reading training should be clear, Recommendations for improvement follow the logical inferences made from a study of the literature on visual perception.

The chapter detailing teacher-interest in reading investigations further some of the research on reading and attempts to indicate why this information is important to a person interested in teaching reading improvement.

Concept formation has been discussed, because perception and concept development are very closely related. Ineffective concept development can have a direct bearing on the perceptual function in reading.

Problems related to cultural differences, detailed in the chapter following, are also very much akin to concept development and perception. Cultural differences are perhaps the best illustration of the way both concepts and perceptions are formed that are quite different from the dominant culture, thus creating own particular reading problems.

Vocabulary building has been included because vocabulary, the words of language, are the 'building blocks' we use in developing concepts and modifying perceptions. Of course, the symbols of vocabulary are what make up the words of the printed page.

Comprehension in reading is the outcome of visual and perceptual skills and concept development. Critical reading is a refinement of comprehension skills, and flexible reading is the way in which all of thee are brought together smoothly6 and effectively by the mature reader. The last chapter, 'Reading in the Content Area' illustrates how the ideas developed in the earlier chapters may be applied to a particular discipline.

The overall production of these material can be attributed in large part to the work of Dr. Chinna CHACKO, Research Officer at the Central Institute of Indian Languages. She transcribed the lecture-voice tapes that were made during my class lectures, and these transcription become the basis of the ideas appearing in the theory chapters. Without DR. CHACKO'S encouragement and hard work these materials could not have been prepared.

DR.NARASIMHARAO has been responsible in helping to translate the materials into the several languages and contributed his administrative services to the success of the work. He also worked with the trainees in developing materials.

Thanks also to MR. TATAJI and MR. SOLOMON of the language laboratory of the Central Institute of Indian Languages for taping my lectures each day.

Typists are especially important to a work of this kind. Many typists donated their skills to a completion of the manuscript, but special thanks should go to Mr. Sukumaran PILLAI and MR.LAKSHMINARAYANA who did the larger part.

The Programme was made possible through a grant from the Ford Foundation to the Government of India. DR. PATTANAYAK, Director of the Central Institute of Indian Languages, offered the invitation to the Programme to be taught here. Thanks is also due to these for their interest in this area of language development