ABSTRACT  The article reviews research findings as they relate to the acquisition of reading skills (in the first and second language) by majority-group school children participating in early immersion programs, i.e., programs where all or part of the course instruction in the primary grades is provided in a second language. Special consideration is given to the importance of language sequencing in initial reading instruction, first and second language reading proficiency, and transfer of skills from one language to the other. It is concluded that participation in a second language immersion program does not adversely affect reading acquisition in the first language, and, in fact, that early introduction of reading instruction in the first language does not yield any appreciable benefits to the student. Acquisition of reading skills in the second language is discussed, briefly, in terms of the type of reading skill and the student's academic ability.