It was hypothesized that a positive improvement in Hispanic junior high school students' Spanish and English reading abilities, reading attitudes and academic self-concepts would result after being provided special reading time with a wide variety of reading materials in Spanish. An experimental (E) group of approximately 200 grade 7 and 8 Hispanic students in Tempe, Arizona, were provided at least 45 minutes a week of free reading time with access and encouragement to use Spanish newspapers, magazines, paperback and hardcover books during required homogeneously-grouped reading classes. Approximately 200 other Hispanic students, who had been enrolled in reading classes the previous year (1979-80) and were taught only basic reading skills and English and American literature, served as a control (C) group. The E and C groups were compared on measures of Spanish and English reading comprehension, speed and vocabulary; attitude toward reading; and academic self-concept. Findings suggested: the language which was exercised more showed the greater improvement; reading skills transferred across the two languages; where teachers were conscientious in implementation of the treatment, greater gains resulted in both English and Spanish achievement; and differences on the reading attitude and academic self-concept tests did not approach statistical significance. (NEC)