This study investigated the effect of using predictable stories as reading materials on the oral and emergent literacy development of English-as-a-Second-Language (ESL) beginners. A child-centered, literature-based curriculum integrating whole language philosophy was developed for a group of kindergarten students at a public high school in Taipei, Taiwan. Daily instruction was given by the researcher for one school year. Five students ages 6 to 7 were chosen on the basis of family background and ability level. The study examined children's oral performance and emergent literacy development. Data came from observation during daily instruction and parent interviews. Data collection involved videotapes, audiotapes, teaching logs, student portfolios, and miscue analysis. Results showed that predictable storybooks enabled ESL children to develop some aspects of reading behaviors such as book awareness, direction of print, and print awareness. Parents' attitudes toward emergent literacy correlated with children's second language reading behaviors. The story instruction was useful in expanding children's oral language use in real-life situations. An appendix presents the Emergent Reading Behavior Inventory. (Contains 19 references.) (SM)