A new perspective is needed on the great debate in literacy instruction. Rather than the current dichotomy between whole language and phonics, we propose an approach that integrates comprehension and decoding into a system designed around the principles of student-centered, authentic instruction in a socially engaging context. This approach reflects the research on meta-cognitive and social-constructive literacy. We discuss concepts and practices for realizing these principles in programs for students in US schools whose native language is English and those for whom Spanish is the language of the home. We consider the advantages of bilingual programs that promote awareness of the function of print codes within and across languages.