The dependence of reading on speech is based on three assumptions: speech is the primary language system, acquired naturally without direct instruction; alphabetic writing systems are more or less phonetic representations of oral language; and speech appears to be an essential foundation for the acquisition of reading ability. By presupposing those linguistic factors in reading processes, research was conducted on linguistic awareness of phoneme segmentation, phonetic coding in short term memory, and the phonetic pattern of reading errors. Based on that research, suggested basic procedures for initial reading instruction include coordinated activities in reading, phonics, spelling, and handwriting and a sequence of instruction that starts with letter names and sounds, then helps the child convert words from speech to print, and finally helps the child convert words from print to speech. Discussion following presentation of the paper is included. (RL)