A study assessed the strengths, weaknesses, and degree of implementation of the reading dimension in the English Language Arts curriculum in grades 4, 8, and 11 of English language schools in Manitoba, Canada. At each grade, the student test assessed five major areas of reading performance. Assessment materials consisted of a student test, a student reading survey, and a teacher survey. Results for the French Immersion program indicated that: (1) students at all grades demonstrated a high rate of response on the five subtests; (2) curriculum objectives related to literal comprehension in reading were satisfactorily achieved across all three grades; (3) many grade 8 and 11 students demonstrated difficulty in performing specific kinds of inferential reading tasks; (4) students had insufficient awareness of the variety of strategies available in constructing meaning from text; (5) students rated their reading abilities positively; (6) over nine-tenths of the teachers rated themselves as qualified or very qualified; (7) teachers felt in greater need of professional development in practical application areas than in theory-related areas; (8) teachers reported using a variety of different materials, although materials appeared to be insufficiently balanced; and (9) teachers at each grade level reported using a variety of teaching strategies. Recommendations suggest that: educators have access to and make regular use of curriculum documents; students be given access to a wide variety of appropriate reading materials; and educators be informed and brought up to date on current research. (One hundred tables of data are included; four appendixes of data, scoring procedures, committee members, and a 34-item bibliography are attached.) (RS)