The use of multicultural literature in school reading programs can enhance the regular reading program by providing students with an awareness for other cultures, and by making a contribution to overall competence in all areas of language arts and in reading comprehension. When schools use literature that reflects only mainstream majority values, students are exposed to a narrow linguistic, historical, and cultural picture. An introduction to differing cultural viewpoints in literature can serve as a starting point for young readers to become more enlightened, providing an awareness of other cultures and a consciousness of oneself and one's relationship to a new culture. By integrating multiethnic literature into a school reading program, children realize that all ethnic groups have roots in the past and a strong heritage that is part of their culture. The stories should be carefully chosen and reflect accurate information, since more harm than good is done through literature which idealizes or glorifies a mythical past, or through tales which perpetuate negative stereotypes. The ultimate goals for the incorporation of multiethnic literature into reading programs are to help youngsters see similarities as well as differences between cultures, to appreciate the contributions of all people, and to lessen the anxieties and prejudices toward those who are different. Appendices include instructional strategies for multiethnic literature, examples of vocabulary webs, and a bibliography of ethnic literature. (NKA)