In the United States, Spanish speaking children have been placed in English reading programs for more than 100 years. This volume relates the nature and background of Spanish speaking children, including the preliterate, the literate, and the functionally illiterate, to their success in reading; explores alternatives for helping Spanish speaking pupils achieve literacy levels commensurate with their potentials; and reviews the developmental nature of reading within the framework of literacy in first and second languages including concepts of maturation and readiness, speech/print relationships, sensorimotor abilities, and reading-skills acquisition. Lists of selected references and suggested readings conclude the booklet. (JM)