The purpose of this study was to measure the effectiveness of a monolingual versus a bilingual approach to the education of second-grade, Spanish-speaking children in New York City. The results were determined by measuring achievement in reading, which showed that the bilingual approach was indeed the more effective. The report includes an introduction, a review of procedure and results, a discussion and interpretation, and a summary. Tables are used to help interpret statistical data, and a bibliography and appendixes are included. (SK)