This paper focuses on the major trend in reading instruction theory based on the epistemic point of view. Based on Objectivism, Cognitive Constructivism and Social Constructivism, it applies these approaches to reading instruction theory. For Text based reading instruction based on the objectivism epistemology, the author is identified as simple acceptor with objective meaning suggested in the text. For reader based reading instruction based on the epistemology of congnitive construction, the reader is identified as the subject of meaning constitution and the meaning is identified by a side product of subjective experience of reader (schema). For context based reading instruction based on the social constructivism, the talking community is identified as the subject of meaning negotiation and the meaning is identified as the side product of agreement between members of talk community.