Questioning the process by which language minority students are taught literacy in the United States, this paper argues that language skills, including reading, should not be taught in isolation, and that learning, not literacy, should be the guiding force for educators. The paper first discusses the special reading problems of the language minority students. It then reviews several traditional methods (and their limitations) of introducing such students to the basic English reading vocabulary--phonics, whole word approach, visual/motor approach, visual approach, and auditory approach. The paper next proposes that bilingual students learning to read in English in mixed language groups might benefit from a multicultural reading approach that allows them ample opportunity to perceive and conceptualize aspects of the language by using a dynamic, interdisciplinary model that includes a sequential, spiraled, cumulative approach. The paper also provides suggestions for teaching methods, materials, and enrichment activities for use with this model. (FL)