This report characterizes the reading experience which develops as the outgrowth and normal extension of a sound audiolingual FLES program. General teaching procedures and techniques are described. The reading process exists in three stages: the prereading phase, the initial reading stage, and the real reading stage. The length of the prereading phase, that of audiolingual language instruction, must be determined on the basis of the foreign language experience of the student and his stage of development in acquiring the skills of reading in his own language. This phase is followed by the initial reading experience, which consists of reading the structures already learned in spoken usage. The reading skills acquired in the first stage are extended, polished, and applied in the second, which is the real reading stage. This stage consists of the abstraction of meaning from the printed symbol, and can be implemented by teacher-directed silent reading, which is followed by supplementary reading of texts with controlled content. To further develop reading instruction methodology, the FLES specialist and reading specialist should share a common concern in providing sequential programs, and thus should work together in preparing techniques and materials for programmed instruction. (LG)