The reading skill development of anglophone kindergarten children in French immersion programs in Canada is the subject of the two papers included in this document. The first paper describes a study that examined the English reading ability of both kindergarten and first grade children in immersion programs and compared the results with those of children in regular English classrooms. The paper concludes that children in both groups were equally knowledgeable at the beginning and end of kindergarten, that both groups gained competence in reading related skills over the year, and that children in the immersion program did not fall behind their peers in regular English classes. Copies of measures used in the study are appended to this paper. The second paper, a response by Mia Beer Toker, raises concerns about (1) the theoretical position and model of reading presented in the study and its environmental validity, (2) the comparability of the teaching approaches evaluated in the study, and (3) the question being addressed in the study--the nature of the skills being transferred from French to English reading. This paper concludes that education in Canada is at a point where it should be concerned with research that views reading as an interactive process, the purpose of which is to transfer meaning, rather than with the ability to manipulate specific, discrete skills. (FL)