A study investigated whether basal reading instruction combined with whole language development instruction would help a group of sixth graders improve in reading skills as measured by the Metropolitan Reading Test. Subjects, 82 students from a metropolitan area in the Southwest, were given pretests and posttests which measured performance in word recognition and comprehension. Results indicated that word recognition was increased and comprehension growth was affected when language development was included in the reading program. The groups receiving language development showed higher gains in word recognition and comprehension. Findings also indicated that gender and ethnic background were not contributing variables. Findings suggest that the language development approach was effective in improving reading achievement. (Six tables of data and more than eight pages of references are attached.) (ARH)