The grapho-linguistic approach to teaching reading involves the labeling of self-initiated graphic images reinforced by the copying of the written labels, which helps the child to understand the transference of meaning from the object to its name to its written name. The best time to start labeling strategies is when the child draws recognizable images and demonstrates horizontality. A child who is actively trying to learn the signs attached to objects is demonstrating that he has discovered the symbolic function of the written word. After proving successful in Washington, D. C., the grapho-linguistic approach to teaching reading now appears to hold the greatest promise for laying a good reading foundation based on the following factors: (1) drawing comes as naturally to a child as walking, talking, and playing; (2) the child invests his drawings with meaning; (3) the child who is helped to realize that he can convert verbal images into graphic images is preparing himself to convert graphic images into alphabetic images or words; (4) since reading cannot take place until speech is converted into written symbols, then handwriting should be the intermediary step between drawing and reading; and (5) the drawing paper becomes the ideal medium whereby to effect this exchange. (HOD)