The psychological and linguistic rationales for an integrative approach to teaching reading and language that is based on the language experience and shared book approaches are presented, and the necessary changes in the Singapore educational system are outlined. Because the program is an integrated language arts approach, reading instruction time is integrated with language learning time, and some blocked periods are scheduled. The implementation strategies include provision for monitoring and feedback from workshop leaders, teachers, and students. Data derived from children's reading and language test performance, classroom observation, and a study of instructional problems faced by teachers in using the approach are analyzed, and recommendations are made. (MSE)