Reading involves looking at graphic symbols and formulating mentally the sounds and ideas they represent. Concepts of reading have changed 6_7__ ove  r the centuries. During the 1950s and 1960s especially, increased attention has been devoted to 68 and describing the reading process. 69 specialists agree that reading 70 a complex organization of higher mental 71 , they disagree 72 the exact nature of the process. Some experts, who regard language primarily as a code using symbols to represent sounds, 73 reading as simply the decoding of symbols to the sounds they stand 74 . These authorities 75 that meaning, being concerned with thinking, must be taught independently of the decoding process. Others maintain that reading is 76 related to thinking, and that a child who pronounces sounds without 77 their meaning is not truly reading. The reader, 78 to some, is not just a person with a theoretical ability to read but one who 79 reads. Many adults, although they have the ability to read, have never read a book in its 80 . By some experts they would not be 81 as readers. Clearly, the philosophy, objectives, methods and materials of reading will depend on the definition one uses. By the most 82 and satis- factory definition, reading is the ability to 83 the sound- symbols’ code of the language, to interpret meaning for various 84 , at various rates, and at various levels of difficulty, and to do 85 widely and enthusiastically. 86 short, reading is the interpretation of ideas through the use of symbols representing sounds and ideas.
 

　　67.

　　[A] substantively

　　[B] substantially

　　[C] substitutively

　　[D] subjectively
 

　　68.

　　[A] distributing

　　[B] promoting

　　[C] defining

　　[D] reporting
 

　　69.

　　[A] Although

　　[B] If

　　[C] Unless

　　[D] Until
 

　　70.

　　[A] involves

　　[B] takes

　　[C] reveals

　　[D] invites









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