Conducted in schools, separated into control and experimental groups by geography, size, and number of bilingual teachers, the study examined whether the: (1) language experience approach yielded higher scores on a reading attitude test, a standardized reading test in English and one translated into Spanish; (2) reading gains and school attendance were related to the teacher or aide's race and language ability; (3) child's age and school attendance were related to his reading scores; and (4) teacher's attitude toward the approach she used or her confidence in teaching reading, as measured by an attitude questionnaire prior to the program's beginning, was related to her post-attitude scores or to the child's gains. The relationship between the English reading ability of the children with their Spanish reading ability was also examined. Complete data were obtained from 111 chidlren and 25 teachers. Half of the Comprehensive Test of Basic Skills' reading sections, a 16-item reading attitude test, and a 5-item teacher questionnaire were used. Some of the findings indicated that: attendance was greater when Chicano teachers and aides were in the classrooms; students whose teachers used the language experience approach more often showed an increase of 2.9 raw score points more on English reading standardized test scores; and younger children gained more than 2.77 raw score points in reading Spanish than did older children (teachers of younger children used the language experience approach "quite often"). (NQ)