Seminar for doctoral students to study and critique major theoretical models and processes of reading. Special emphasis will be given to cognitive, constructivist, and socio-linguistic theories. Psychological, linguistic and physical factors related to reading performance will be explored and special attention will be given to consideration of implications for teaching reading across the grades and across the curriculum. Theoretical models of reading, including developmental, interactive-transactional, and affective models, will be reviewed, with an end to the generation of new research hypotheses and the development of paradigms for improving reading instruction of diverse populations. This course is only applicable to the TAMU Collaborative Ph.D. Program. Prerequisite: Doctoral classification.