A PRELIMINARY DEVELOPMENTAL PROGRAM IN BEGINNING READING WAS ESTABLISHED FOR MEXICAN-AMERICAN CHILDREN IN AN EAST LOS ANGELES SCHOOL. THE PROGRAM WAS DESIGNED TO DEVELOP ORAL LANGUAGE SKILLS AND TO REINFORCE TRADITIONAL CULTURAL VALUES IN THE MEXICAN-AMERICAN COMMUNITY. BASELINE DATA WERE OBTAINED ON BOTH READING ACHIEVEMENT AND ORAL LANGUAGE DEVELOPMENT. IN ADDITION, INDEPENDENT STUDIES WERE UNDERTAKEN OF (1) THE SPANISH LANGUAGE PROFICIENCY OF THE CHILDREN AND (2) SPANISH INFLUENCE ON THE CHILDREN'S ORAL ENGLISH. A CONTINUING EMPHASIS ON PARENT PARTICIPATION, INDIVIDUALIZED INSTRUCTION, SELF-INSTRUCTION, AND CULTURAL AWARENESS WAS RECOMMENDED TO ASSURE THE CHILDREN'S ACADEMIC PROGRESS AND TO DEVELOP THEIR SENSES OF IDENTITY AND SELF-ESTEEM. (JH)