TWENTY-NINE OUTSTANDING, EXPERIENCED TEACHERS WERE SELECTED TO CONDUCT A STUDY TO DETERMINE A SEQUENCE OF SKILLS APPROPRIATE FOR FIRST GRADE CHILDREN FROM SPANISH-SPEAKING HOMES WHO WERE LEARNING TO READ IN ENGLISH. THREE RANDOMLY ASSIGNED TEACHING METHODS WERE USED--(1) A BASAL READER APPROACH, (2) A LANGUAGE-EXPERIENCE APPROACH, AND (3) THE USE OF A TEXTBOOK SERIES DESIGNED FOR TEACHING ENGLISH TO SPANISH-SPEAKING PRIMARY CHILDREN. EXTENSIVE PRE- AND POST-TESTING INDICATED THE BASAL READER APPROACH DEVELOPED THE HIGHEST ACHIEVEMENT IN READING SKILLS. (SF)