In order to achieve literacy, children must have mastered the decoding and encoding processes of the language of instruction. Usually this has been accomplished long before the child enters school. However, if the child's language is atypical for any reason, such as cultural or linguistic factors, then the acquisition of literacy requires a well-laid foundation which consists of a sympathetic and comfortable classroom environment and facility with the language of instruction. When this has been accomplished, the child is ready to learn to read, but should do so under conditions conducive to mastering reading skills. Through all this, it must be remembered that language variation can be used as an adjunct to learning to read rather than a hindrance. (JM)