The problem of this conference panel was to develop means (strategies, materials, techniques) by which children of cultural and linguistic minority groups can learn to read and communicate effectively in English as well as in the language or dialect of their respective group. The six areas of approach, as outlined in this panel report, are: identification of characteristics of children from different cultural and linguistic groups that are related to their learning of reading and other communication skills; identification of teaching characteristics that are effective in teaching reading and communication skills to these children; investigation of learning environments--identification of characteristics consonant with the pscyhodynamics of these children; investigation of the effects of community (parents, peers, siblings, and members-at-large) attitudes, beliefs, and involvement on the learning of reading and communication skills in these children; identification of characteristics of instructional materials consonant with the learning and communication styles of these children; and identification of characteristics of appropriate techniques for assessment of reading, teaching strategies, learning environments and instructional materials. Lists of priorities and recommendations and of references are included. (JM)