This study tested the hypothesis that there is no significant difference in reading achievement among children in grades 2 through 5 related to family structure. Researchers administered the Stanford Achievement Test to 119 students in an Alabama city suburban school system. Of the sample, 69 children lived in intact families and 50 lived in either single parent or "blended" families. A blended family is defined as a child living with a stepfather or stepmother. In addition to the test, pupils completed a demographic data sheet. Analysis upholds the hypothesis in grades 2 through 4;; subjects in grade 5 who were in intact families, however, exhibited higher scores in reading achievement than did those from other family types. These findings suggest that students in grade 5 may experience preadolescent changes that affect achievement. Furthermore, a cumulative effect among poor readers could present itself by grade 5. Demographic data reveal more "latchkey" children from single parent and blended families in upper grades than in lower grades. Results indicate that teachers should not assume that students living in a family situation other than an intact structure will exhibit a difference in achievement scores. Two tables of data are appended. (CJH)