A segment of a study of the acquisition of English literacy among limited English speaking students in selected bilingual education programs examines student characteristics and program elements at one site, among native Cantonese-speaking children. The analysis focused on these issues: (1) the bilingual instructional practices that best foster the acquisition and development of school-related English language skills in bilingual students, and (2) the student factors (such as age at onset of extensive exposure to English or degree of bilingualism at program entry) that interact with instructional practices to affect acquisition of English language skills. The report begins with a description of the site and sample selection. A subsequent section on the measures used in the study outlines (1) the interactive reading assessment systems in English and Cantonese, (2) the informal writing inventory, (3) tests of formal language tasks (by student interview and passage retell), (4) standardized achievement test scores, (5) parent interview concerning student language background and exposure, and (6) measures of first- and second-language literacy training. The design of the research and analysis is also described. A final section presents a general analysis and the results of the analysis for each measure. Appendixes include the formal language assessment scales for the student interview and passage retell and the forms used for parent, student, and teacher interviews. (MSE)