A research project was carried out to investigate the reading situation in the sixth, seventh, and eighth grades of French-language schools in Ontario. Specifically, the project sought to determine the nature of reading deficiencies found in these schools, the percentage of the student body affected by these deficiencies, and the psychological, socio-cultural, and pedagogical factors contributing to these deficiencies. Out of 59 schools, 293 students and 57 teachers were investigated, representing about 10% of the student population and 22% of the schools. The research team developed its own battery of diagnostic tests, designed to measure reading comprehension and phonetic decoding skills. At the end of the investigation, students and teachers completed a questionnaire. The conclusions included the following: (1) almost 1/3 of the students in intermediate grades in Ontario are significantly deficient in reading; (2) reading instruction is not considered a formal post-elementary responsibility; (3) the majority of teachers in these grades are not prepared for reading instruction; and (4) reading deficiencies correlate with environmental factors and native language acquisition. Recommendations concern native language instruction, teacher preparation, reading instruction, cultural climate, and ongoing research. Appendices contain information on the tests and questionnaires used. Fifty-one statistical tables complete the volume. (AM)