The focus of this paper is on how bilingual children may benefit through a reading method that allows them opportunities to perceive and conceptualize aspects of the English language using a Piagetian model. The paper presents the analysis and prevention methods used for correcting difficulties encountered by bilingual students, and argues that traditional methods of word attack violate the principles of accommodation and assimilation by ignoring the fact that the bilingual child does not have an equivalent for many sounds of the English language. The paper then examines how the application of Piagetian principles in the teaching of reading can contribute to an atmosphere in which the child is nurtured and motivated. In conclusion, the paper suggests that it would be better to place bilingual children in a well-organized program that provides many opportunities to experience positive interactions of cognitive function and language development. (FL)