Photography, films, and other visual materials offer a different approach to teaching reading. For example, photographs may be arranged in sequences analogous to the ways words form sentences and sentences for stories. If, as is possible, children respond first to pictures and later to words, training they receive in visual literacy may help them learn to read. Ordering a series of photographs offers the child a chance to talk about what happens in the story. Then a child makes his own story. As he does so, he can condense each picture to a word or phrase. He learns new vocabulary. As his vocabulary increases, he becomes better prepared to deal with print. This method has the advantages of building new skills on the strong base of the student's innate or learned abilities, improving the child's self-concept, integrating cognitive, affective, and psychomotor elements into the reading program, using several media to help the child cope with his environment, and providing a strong stimulus for even very young and hard to motivate children. An appendix provides narration to a slide presentation explaining visual literacy. (JK)