Several conditions, identified by Cambourne (1988) as contributing to children becoming successful language users, have been simulated in Australian schools in order for children to feel self-assured in mastering writing and reading just as these conditions have promoted the developmental process of talking in the home. The conditions are: immersion, demonstration, expectations, responsibility, approximation, use (practice), and response. This paper shows how language at home is learned according to the Cambourne model and examines how Australian schools have implemented the model in teaching reading and writing. It further demonstrates how conventional American schools have failed to follow this literacy model. Implications for literacy training are discussed. Contains 12 references. (LB)