This paper argues that literature-centered reading programs, based on the perspective that reading is the process of bringing meaning to print, are in the best interest of the language minority students in the nation's elementary schools. After a review of basal reading systems and language-centered reading programs, the paper describes the problems faced by language minority students and limited English proficient (LEP) students in traditional reading programs. Several case studies are presented in the development of second language literacy. The paper concludes with a model of a literature-centered reading program for language minority students which is built on the premises that reading and writing are processes acquired through use; that the ability to read and write competently in two languages is of value; and that elementary school children of the same chronological age differ widely in their interests and abilities. The model advocated in the paper has three phases: (1) core book units, in which students are provided with a thorough experience with one book; (2) literature units, to allow students to learn about literary genres, themes, and selected authors; and (3) individualized reading and writing, in which students select the books to read and the genres and topics they wish to write about. The paper also discusses the Language Experience Approach and the use of predictable books, and stories, two special intervention programs for beginning readers, whether bilingual or monolingual. (Seventy-six references are appended.) (RS)