Some of the variations in reading achievement and fluency levels among bilingual students enrolled in the Seattle Public Schools are explained, and an examination of the effects of special language services (English as a second language and bilingual subject matter instruction) is emphasized. A model is presented which examines the relationships among the following variables: reading achievement, relative English fluency, special language services, family income, language background and grade level. Results indicated that the bilingual population is: (1) low in relative English fluency; (2) largely composed of Asian language groups; (3) lower in reading achievement and higher in math achievement than the national norm group; and (4) composed of high proportions of low income families. No strong evidence was obtained supporting the assertion that special language services have a consistent or positive effect upon reading achievement. A summary of the report is included. (Author/GK)