An exploratory study of the feasibility of the Language Experience Approach (LEA) for teaching reading to semi-literate students of English as a second language (ESL) is presented. The instructional approach uses knowledge and interests from the students' own experience as the basis for teaching reading comprehension. The method was used with two Indochinese adolescent refugees for 14 days. Positive effects were observed in both subjects' behavior and reading ability. The period of instruction using the LEA techniques was found to be too short to implement some of the desired premises and standards. Further study is suggested on (1) use of controlled measures for assessment, (2) development of materials for language experience stories, (3) reading strategies used by semi-literate ESL students, (4) procecures for teaching reading to this population, and (5) applicability of LEA with other special populations and in other cultural contexts. (MSE)