This study assessed oral language readiness for reading of second-grade students in French and English monolingual and bilingual programs in Canada. The 220 students enrolled in French monolingual, English monolingual, immersion bilingual (90/10) and balanced bilingual (50/50) programs were tested with the Boehm Test of Basic Concepts and the Oral P/S Language Inventory. Conclusions reached indicate that there is a small relationship between monolingualism and bilingualism and the ability to respond paradigmatically on a free-association test. Program language status accounts for 5 to 25% of the variation. The orientation of students in this study was basically syntagmatic, suggesting that they were unable to comprehend or assimilate much of the work in their typical school work, since, for successful communication, paradigmatic-type responses are needed. (Author/AA)