The purpose of this paper is to review methods of teaching reading, comparing it with foreign reading theories. History of teaching reading shows switches of focus in teaching reading, in that decoding, asking questions, comprehension skill, transactional approach, and now, balanced approach. Specially, balanced reading approach is popular and very important. And holistic approaches emphasize use of children’ literatures in reading instruction. And reading instruction is considered as an active process, a social process, an emotional process, and a cognitive process. In fact, success of reading instruction depends on awareness and design of teaching- learning, what works and what needs.