Second language reading is a vital skill that aids the communication process. It provides language input and reinforces spoken language. Because the modern world is print-oriented, foreign language and English-as-a-Second-Language learners need to develop reading skills as rapidly as possible. Reading must be taught rather than acquired passively. Early reading instruction using target culture realia and computer-assisted instruction can enhance language exposure. Some obstacles to early introduction of a reading component exist, including lack of appropriate or interesting beginning-level materials and reliance on the language experience approach in which students write their own, often erroneous, materials. However, the creative teacher can generate useful texts and activities from materials at hand. Text passages should deal with the learners' immediate environment and everyday situations, with insight into the target culture. Campus and town activities are a good starting point. Texts should be supplemented with problems-solving activities that develop reading skills. After text reading and problem-solving, students can proceed to totally creative activities. Word recognition in unfamiliar alphabets must also be addressed, and aggressive intervention for various reading subskills (e.g., guessing from context, visual discrimination, eye movement, skimming, and scanning) is useful. A brief bibliography is included. (MSE)