An experiment in the teaching of reading in Spanish to second- and third-grade students, conducted by the author at the Ethel Phillips elementary school, utilizes a modified version of Dr. Laubach's "syllabic, analytic-synthetic" method of language instruction. In this approach, vowels are combined in succession with each of the consonants to build syllables. Syllables are combined to form words, and these are then used to build sentences. Pictures for each key word are presented for association. Results indicate that success in school of children from Spanish-speaking homes may be directly related to the concept of self-identity. It is suggested that development of programs leading to curriculum-wide literacy in Spanish is considered by authorities in bilingualism to be one of the key factors in raising the Spanish-speaking child's level of expectation in his academic achievement. Major chapters in this study discuss: (1) the problem and definition of terms, (2) review of related literature, (3) procedures of the study, (4) analysis of data, and (5) summary, conclusions, and recommendations. A bibliography and an appendix containing sample lessons and measurement tools are included. (RL)