This is the second report of a longitudinal project, initiated in 1970, in which children with and without language problems are identified in French immersion and English kindergartens and closely monitored to the end of grade 3. This study investigates the desirability of early French immersion program for English-speaking children with language learning disabilities. The primary focus of the research is to determine whether these children should be left in the French immersion program or be transferred to an all-English program. The four groups selected for study comprise children with language disabilities in French immersion programs (FP) and in English classes (EP), children with normal language development in French immersion programs (FC) and in English classes (EC). A comparison of the performance of the FP children on a number of academic, cognitive and linguistic tests to that of the EP children and to the two normal control groups indicates that the FP children acquire the basics of their native language, learn the fundamental aspects of reading, spelling and math, and acquire proficiency in their second language. The results are discussed in terms of not switching children with problems out of immersion programs, but rather of providing them with appropriate remedial services in the program. Statistical data and a copy of the screening test and the teacher rating scale are provided. (Author/AMH)