Two exploratory studies examined Peru's elementary reading programs. The first looked at reading curriculum, texts, and teachers; the second, at students' reading ability. In Peru performance goals are not specified for each grade by the reading curriculum nor are specific instructional materials recommended (reading is not considered a separate discipline). A reading text is compulsory only for the first grade. A comparison of the nine most often used texts (selected by a survey of 30 schools plus several bookstores in Lima) revealed that: (1) cost is a factor in choice of text; (2) only four texts come with complete instructional materials; (3) all focus heavily on learning units, with little emphasis on review or assessment; and (4) specific learning objectives in all nine are almost identical. An analysis based on a questionnaire administered to 65 randomly selected Lima teachers showed that the type of school (public or private) plays an important role in a teacher's training; that, in turn, a teacher's training affects choice of instructional methods; and that only first grade teachers consider reading an independent subject. The second study, still in progress, is using 32 students from each of three grades (grades 3-5) in three types of schools to measure reading comprehension and methods of learning. Results show significant differences based on type of school. Findings suggest that Peru's decision-makers should follow research findings in the areas of selection of textbooks, instructional design and teacher training in order for reading education to improve. (Four figures and 13 tables of data are included, and three pages of references are attached.) (MHC)