A study investigated the effectiveness of an Elementary and Secondary Education Act (ESEA) Pull-out program on the reading achievement of Hispanic fifth- and sixth-grade participants. Earlier research on the effectiveness of such programs was inconclusive. Subjects, 30 randomly chosen students from a Chicago public school who received instruction in an ESEA Pull-out program while in fourth and fifth grade and 30 randomly chosen students from the regular reading program, completed the Iowa Tests of Basic Skills, which served as the pre- and posttests. Results indicated no significant changes in reading achievement of both groups. (One table of data is included; contains 19 references). (RS)