A second interim report on a reading program for Mexican-American children in an East Los Angeles elementary school notes that reading ability in the primary grades has improved. In January, 1967, the average first grade reading score on the Stanford Reading Test was at the third percentile, whereas in January, 1968, the score was at the eighth percentile. This joint program of the California State College at Los Angeles, the Los Angeles schools, and the Youth Opportunities Foundation operates in a regular school setting, with a pupil teacher ratio of 29.1. Individualization instruction and parent participation was stressed in this reading language program involving writing, phonics, word discrimination, comprehension, and self teaching. Special materials were developed, including four bilingual books, and an after-school program in Mexican culture was offered. A second part of this report presents the procedures and results of an oral language analysis phase of the project, in which the relationship between oral English syntax and reading achievement was studied. Recommendations for future classroom action and further language research are included. For first interim report, see ED 010 532. (NH)