Native students rank far below norms in reading, language arts, and language arts related subjects. This paper reviews the literature to address strategic plans for reading and language arts curricula for Native students. An overview is presented of theories of first and second language acquisition and learning, stages of language development, and the influence of the learning environment. Second language instruction framed in current theory includes the comprehension, communicative, holistic or integrated, and natural approaches. Instruction and student evaluation are described for the total physical response method. Content-based instructional approaches and the relationship between academic competency and second language (English) competency are discussed, including: the academic needs of Native students; the importance of the nature of the text, the nature of the reader, and the interaction between text and reader in reading instruction for Native students; major impediments facing Native students as they learn to read in English; and methods of overcoming these impediments. Also discussed are the language experience approach and its effectiveness with Native students, adapting the basal reader, integrating the language arts, and the whole language approach. Specific instructional strategies that have proven effective for Native students are offered: analyzing the language complexity of the learning task; providing contextual cues; peer interaction and cooperative learning experiences; modifying lessons or providing alternative activities for limited English proficient students; incorporating comprehension checks; using preview and review techniques; making the text comprehensible; and adapting content. This paper contains 44 references. (SV)