This report discusses the importance of bilingual reading instruction for limited English speaking ability (LESA) students, and careful testing of their language dominance and reading levels. Bilingual students, and English- and Spanish-dominant students from the Fabens Independent School District, Grades K-13, were tested for the data reported here. The Fabens Language Proficiency Test and Informal Reading Inventories (IRI's) were administered, and results showed that the percentage of students reading below grade level averaged 72.60% in Grades 1-12 (non-readers are the norm for K). The following objectives were established: (1) to develop students' language skills in both English and Spanish; (2) to design and develop materials and programs to meet the needs of LESA students; (3) to enhance appreciation of cultural heritage; (4) to increase community, parental, and school interaction; and (5) to develop teacher competencies in two languages through both pre-service and in-service individualized programs. In particular, the testing of language dominance is discussed, including an explanation of the Canutillo/Fabens Oral Language Dominance and Proficiency Inventory, described as sequential, progressive and inherently self-checking. A flow chart for this process and a description of the reading level assessments used are also included. (MHP)