The design and testing of an approach to reading instruction are described. The design system consists of five stages: analysis, design, development, implementation, and evaluation. A needs analysis indicated the necessity to improve the reading skills of limited-English-proficient students. A group of 6- to 8-year-old students were identified for pilot testing of the approach. Five tasks in the development of reading proficiency were identified and linked to specific subskills. Supplementary audio-visual materials found to be highly motivating were used to reinforce and strengthen psychomotor skills, intellectual skills, and verbal information. Instruction was designed to enhance nine internal processes occurring during learning, including: reception, expectancy, retrieval, selective perception, semantic encoding, responding, reinforcement, retrieval and reinforcement, and retrieval and generalization. Formative evaluation was used during the instructional period, with adjustments made in instruction, and summative evaluation was used at the end of instruction. Results showed the use of supplementary materials with dictation to be effective in raising both the reading level and the confidence level of subjects. Appended materials include a weekly and monthly planner for the reading and ESL student development plan, a task analysis, a list of instructional objectives, a sample questionnaire, a performance checklist, the Durrell Analysis of Reading Difficulty Phonetic Inventory, and a scope and sequence storybook list. (MSE)