This study investigated whether there were significant differences in the acquisition of oral language and reading skills among limited-English-speaking, Hispanic elementary school students receiving instruction through three different bilingual reading approaches, and what other variables might be important. The three reading approaches were: (1) teaching reading in the native language prior to the formal introduction of English reading; (2) teaching reading in the native language and English concurrently; and (3) teaching reading in English exclusively. Three groups of children were studied: 6 year olds, 8 year olds, and 10 year olds. In oral English, findings indicated statistically significant differences among the 6 and 8 year olds: students receiving English-only instruction performed better than students receiving bilingual instruction. In English reading, the findings indicated statistically significant differences only among 6 year olds: students receiving English-only reading instruction performed better than bilingual program students. In Spanish reading, students who received reading instruction in Spanish and English performed better than those who received reading instruction in English only. As far as the independent variables are concerned, English as a Second Language (ESL) instruction and teacher training appeared to be significant predictors of English reading scores among younger children. Oral proficiency in Spanish was significant for all three age groups in Spanish reading, and was a positive predictor of oral English proficiency among 6 year olds and a negative predictor among 10 year olds. (CMG)