An approach which utilizes early intervention followed by individualized programing as a preventative measure against reading failure has been successfully carried out with kindergarteners in a large, urban bilingual public school system. The program is determined by identified problem areas followed by individualized instruction based upon diagnosed weaknesses in pre-reading skill areas. Emphasis is placed on sequential and detailed practice of each step in the learning process. The close stimulus-response relationship between auditory and visual clues has been helpful to the slow learner and bilingual child. (Samples of worksheets are included.) (SBH)