This program attempted to raise the reading levels of Mexican-American children (prekindergarten through grade three) through individualized instruction, self-instruction, curriculum change, parent participation, and cultural activities. It was assumed that children would become capable of self-regulating learning behavior only when they had learned to organize their cognitive field; thus, the search for structure was to proceed in the development of both reading and oral language skills. The five major aspects of the instruction are presented in tabular format. Tables include summaries of activities related to writing, phonics, word discrimination, comprehension, and self-regulatory, self-instructing behavior and anticipated concomitant changes in self-concept for each level. Self-teaching materials are described. The Stanford Reading Test was the principle measure of achievement. Tables giving analyses of data are included. (KG)