This study examines the effect of language study on the English reading skills of sixth-grade school children. Achievement in reading skills of a control group of students receiving no foreign language instruction was compared with that in the Latin instruction group. Differences in scores of pretests and posttests of the more than 1100 students in three categories of reading achievement--vocabulary, comprehension, and total reading skills--were used as the data in determining average achievement in each group. Results of the study indicate that there is a significant difference between reading achievement scores of sixth-grade students receiving foreign language instruction and students with no foreign language instruction. The report includes: (1) introductory remarks, (2) review of related literature, (3) the problem, (4) methods and procedures, (5) limitations of the study, (6) presentation and analysis of data, and (7) conclusions and recommendations. (RL)