This study investigated whether reading achievement differed between bilingual and monolingual students in the fifth, sixth, and seventh grades in several Texas schools where the Czech-American culture is significant. Selected bilinguals and monolinguals were compared in the factors of sex, age, grade level, reading vocabulary scores, reading comprehension scores, total reading scores, socio-economic status, and intelligence scores. An initial analysis revealed no significant differences between bilinguals and monolinguals in demographic and reading variables; sex was a significant factor in regard to the reading variables; and socio-economic status was associated with students' reading ability. The three major conclusions were that bilinguals read as well as monolinguals; females read better than males at these grade levels; and students from high socio-economic levels read better than students from low socio-economic levels. (Author/TS)