To make sense of unknown words encountered in their reading, children must relate what they read to their prior knowledge. It is important to use children's language in early reading instruction, through the use of language experience stories that provide children with a natural transition from oral to written language. Nursery rhymes may also be used effectively as a student's first "reader." Letter-sound correspondences should be taught in semantic and syntactic contexts that are already familiar to children; one successful method involves children in dictating sentences about pictures of objects whose names begin with particular sounds. As part of the reading program, teachers should read aloud every day and should provide time for independent reading, perhaps through the use of Uninterrupted Sustained Silent Reading periods. Another aspect of the reading program is the development of independent reading strategies; children need to be exposed to a variety of strategies that will enable them to figure out unfamiliar words. Finally, writing is another essential component of a sensible reading program. Children can progress from dictating language experience stories, to dictating their own versions of well known stories, to writing original stories. (GW)