THIS PROPOSAL OUTLINES PLANS FOR A PROGRAM FOR MEXICAN-AMERICAN CHILDREN IN PRESCHOOL THROUGH THIRD GRADE AT THE MALABAR STREET SCHOOL IN EAST LOS ANGELES, CALIFORNIA. IN CONTRAST TO THE TRADITIONAL PRIMARY SCHOOL CURRICULUM, THE PROGRAM WILL EMPHASIZE LANGUAGE DEVELOPMENT, PARTICULARLY VERBAL MEDIATION SKILLS. READING INSTRUCTION WILL BE BASED ON WORD CONFIGURATION, PHONETIC, KINESTHETIC, AND LANGUAGE EXPERIENCE METHODS, AND OTHER SUBJECTS WILL BE TAUGHT AS A MEANS OF FURTHERING READING INSTRUCTION. EACH CHILD WILL BE RESPONSIBLE FOR A LARGE AMOUNT OF SELF-INSTRUCTION. THE PROGRAM RECOGNIZES THE CULTURAL BACKGROUND AND PERSONALITY CHARACTERISTICS OF THE INDIVIDUAL CHILD AND THEIR FUNCTIONAL RELATIONSHIP TO READING DEVELOPMENT PROCESSES. TO INVOLVE THE ENTIRE COMMUNITY, THE PROJECT WILL ESTABLISH MULTIPLE NEIGHBORHOOD CENTERS, EACH STAFFED BY TWO MEXICAN-AMERICAN MOTHERS WORKING WITH TEN CHILDREN. THE REPORT DESCRIBES THE MEXICAN-AMERICAN PROBLEM IN CALIFORNIA AND GIVES SOME DETAILS OF THE PROGRAM BUDGET, WHICH IS ESTIMATED AT $294,461 FOR A 2-YEAR PERIOD. IT ALSO CONTAINS RESOURCE INFORMATION ON CERTAIN CHARACTERISTICS OF THE NEGRO AND MEXICAN-AMERICAN CHILD'S READING ABILITY, A TIME SCHEDULE FOR THE DEVELOPMENT OF READING, AND A DISCUSSION OF THE RELATIONSHIP OF THE MAJOR CURRICULUM AREAS TO READING. (LB)