Characteristics and reading performance of students who have a dominant language other than English are examined and compared with those of English-dominant students, based on the results 1979-1980 National Assessment of Educational Progress (reading and literature). Responses were obtained from 9-year-olds, 13-year-olds, and 17-year-olds. The exercises probed students' comprehension of simple words as well as such complex features of text as mood, tone, and character. It was found that students from homes in which a language other than English was often spoken (OL) generally performed below students for whom English was the dominant language (EL) In general, OL students attending advantaged-urban and private schools, those coming from homes with many reading resources, and (except at age 9) those who have a parent with post-high school education performed near, at, or above national levels. OL students attending disadvantaged-urban schools, those coming from homes with few reading resources, and those whose parents had not completed high school performed considerably below their more advantaged peers. While OL 17-year-olds performed about a percentage point below the nation and 5 percentage points below white students for whom English was the dominant language, black OL 17-year-olds performed 26 points below the nation and 14 points below black EL students. In addition, Hispanic OL 17-year-olds performed 9 percentage points below the nation, just as Hispanic EL students do. Findings are also considered in relation to region of the country, type and size of community, four achievement ranges, kindergarten attendance, television watching, time spent on homework, and reading, sex, and race/ethnicity. Primary type of information provided by report: Results (Race) (Selective). (SW)