The purpose of this study was to determine if the segregation of first grade children from second and third grade children resulted in improved vocabulary skills and reading comprehension skills for beginning second graders. From two carefully prescribed populations of children--one which had attended Curry School in Tempe, Arizona, from the beginning of first grade in 1971, and one which began first grade at Curry in 1972--two randomly selected groups were drawn. The Gates-MacGinitie Reading Test Primary Form B had been administered to each of these groups at the beginning of their second grade year. The means of the raw scores on each of two subtests, vocabulary and comprehension, were compared and tested for significance by the t-test. The computed data did not show a statistically significant difference in the measured reading skills of the two groups. It was concluded that the organizational plans, multiple grade primary team and segregated first grade team, did not affect first grade reading progress. (WR)