This cooperative research project, supported by the Office of Education Bureau of Research, attempts to answer questions on the effectiveness of reading instruction during a sixth grade beginning Spanish program. Major areas studied include: (1) the effects of reading instruction on listening, speaking, and reading skills, (2) the amounts of reading instruction necessary to effect a significant difference, and (3) the relative effectiveness of new and review reading content. Statistically inconclusive results limit the conclusions to a discussion of trends. The major recommendation growing out of this study is that further investigation in all three areas is greatly needed. Extensive appendixes are included. (AF)