The author emphasizes 1. the child’s mental development, 2. the teacher’s personality and his or her all-reound expertness in the topic. 3. It is necessary to learn newly how the structures in the texts either facilitate the reading process or how they make it difficult. Through extensive researches he found out that 30 sounds in the Czech language, 42 letter signs in 1 ABC or 81 different shapes of the letters 4 abc take part Not even the letters are represented equally; and there are still, more differences in the syllables — in 10 000 syllables in a children’s book there are 383 different syllables; in another 1010 up to 1400, also according to the individual author’s diction. In a greater extent of 100 000 syllables even 3 876 different syllables appear, in the base of 3 000 000 syllables of the Czech texts 9 716 and more are different. 150 commonest syllables cover 75% of talking and writing. The fund of Czech words is numerous, it includes more than 250 000 words. Some 3 000 different expressions are exploited in books for children. The 150 most frequented words cover 60—40 %. By the means of the comparative method the author found out that the frequented groups of words and syllables are being activated analogically in 7 languages. The simplest principle facilitates the reading most: the spelling of the whole new words, then the remembering of them in the reading. This method had been exploited by the methodicians of Fr. Mert in 1935, by the author’s collective from the year 1934 in 67 forms, and in Poland it has been applied in the contemporary broad school practice by M. Falski since 1974. Some simple syllables will prove to be good, the complicated ones can be simplified temporarily. Also the prediction, that is supplementing words into a text for their full meaning, is carried out. After the fifth repetition of a short paragraph of a text the reading skill is approximately twice improved. The next paragraph is read one third better when read for the first time because already trained expressions and inner structures continue here from the previous paragraphs. It would be proper to adapt the hitherto reading methods. The autor suggests „reading through playing.“ This can be achieved through different activities. Also the written script can be trained in an enjoyable way according to the new aspect of frequency. The methodological practice proved that the synthesis is much more recommendable than the analysis which has been emphasized by a number of experts, from J. A. Komensky up to the contemporary ones. From the research of the texts the „structural theory of reading“ can be derived It offers new methodological procedures exploiting the spelling, and at the same time it enables a better explanation of the movement of the eyes in the reading field, e. g. for 61 % of the most frequented words, 32% of words made up from the most frequented syllables, 7% of words composed from their spelled out remnants. The perception of the whole words is growing.