Children exposed to the Language Experience Approach are able to conceptualize that what they think about they can say; what they say can be written or dictated to the teacher; what has been written can be read; and that they can read what they have written, and what others have written for them to read. It is recommended that a child first begin the reading program in his native language with the help of a bilingual teacher or teacher aide. When ready, he begins the reading programs in English. Initially, he expresses his experience in some graphic form such as drawing, painting, or clay work, and then tells his experience to the teacher and the other children. He dictates his story about the picture to the teacher in his own words, with the teacher writing the story about the picture in his language, the way he says it. He begins to write by tracing over the teacher's writing and eventually writes out his own stories, which are bound and become part of the basic and supplementary reading program. In his discussion of this approach to teaching reading in a bilingual preschool program, the author describes the basic assumptions, the advantages, and the flexibility in organization and scheduling. He concludes with several stories representing various levels of English proficiency, written by bilingual children in California and Massachusetts. (AMM)