There are four basics of communication-functions in languages: speaking, listening, reading, and writing. Among these, reading is the most important, because it helps us to acquire some necessary information and to accept fundamental ideas about the culture where the language is spoken. Reading is an action in which articles and readers meet. In the mental process of reading, the influence of articles as a stimulant and of readers as interpreters function together. Therefore, a learner who wants to know Korean language and its relevant information would naturally come into contact with printed matter, such as books and newspapers. So to speak, s/he obtains all of the information through reading comprehension. There are three kinds of reading procedures: bottom-up model, top-down model, and interactive model. The interactive model is a mixed up model of bottom-up and top-down models and is available for reading. It is a cognitive process with much flexibility. To teach reading skills to language learners, the following should be considered: - We should use the learner's schema and experiences. - We should support and develop various textbooks. - We should have flexibility with reading time. - We should make a learner recognize the meaning of words in order to increase which with s/he is not familiar with. - We should recommend that learners read a number of books for their level the in vocabulary. What can be an effective reading instruction in Korean language teaching? It's very difficult to answer exactly. However, there are some ideas. First of all, we have to make learners master the basic course (reading letters, words, sentences, etc.) step by step. After reading instruction, we should evaluate them with reasonable instruments，such as the KPT (Korean Proficiency Test). Finally, we should be deliberate and cautious in selecting textbooks for them (National Institute for International Education Development)