Two studies were conducted among Hispanic secondary school students in Arizona to determine whether providing special reading time with a wide variety of reading materials in Spanish would affect the students' reading abilities, reading attitudes, and academic self-concepts. The studies were conducted in two Arizona high schools, one in a high income district with 22% Hispanic enrollment, and the other in a middle income area with a 25% Hispanic enrollment. The subjects in both studies were Hispanic students enrolled in remedial reading classes. Comparable Hispanic students in other remedial reading classes taught by the same teachers served as the control group. Students were tested in Spanish reading, English reading, and affective measures using a pre- and post-test design. Analyses of covariance failed to detect any significant differences in the experimental and control means, although some method-by-teacher interactions were evident on both the Spanish reading and the affective measure. The outcome of the study was peripheral to its original purpose. Classroom observation and teacher interviews revealed that U.S.-born Hispanics had little interest in and rarely made use of Spanish reading materials, but recent Hispanic immigrants to the U.S. enjoyed the materials and used them extensively. An appendix provides accounts of teacher backgrounds and observations. (Author/AMH)