This book reports the author's oral reading accuracy research on over 900 second graders in five languages in the United States and Europe in 1977-1978 The data showed that teaching beginning reading by sight-word "meaning" or by phonic "sound" had developed diametrically opposite types of readers, with relative mixtures falling in between. The data also proved that teaching beginning reading by sight-word "meaning" instead of by phonic "sound" had not only produced inaccurate oral reading but had damaged so-called reading comprehension. Therefore, so-called reading comprehension, instead of being the supposed Crown Jewel of the sight-word "meaning" method, turned out to be its Achilles Heel.