Examines the early literacy experiences of a bilingual Chicano student, focusing on how these experiences affected the students' reading and writing skill development. For a period of 6 months, research elicited information about the student's relationships with teachers, memories of school experiences, and resulting self concept and behavior in class. Writing and oral language samples were examined for language skills and habits. A pattern of anxiety and doubt was found to characterize the student's relationship with written language. It is concluded that for non-native English-speaking students, successful early literacy experiences depend heavily on sensitive teachers, both to assist in learning and to avoid false diagnoses during early cognitive and personal growth stages. Finally, it is suggested that while some limited-English-speaking children may benefit from immersion in all English-speaking classes, others will encounter difficulties and experience failure in the same setting. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)