This study uses the revised modules of a previous study of the effects of newspapers in elementary schools to determine the effects of the modules and newspaper use in general, as well as to determine whether the variables of sex, race, prior reading ability, and same or opposite race of teacher and student influenced results. The study was conducted in Wilkes County, Georgia, where all public school students in grades four through six attend one school. At the time of the study, mandatory statewide test results revealed that fourth-grade students were seven months below grade level and eighth graders were fourteen months below. Following a pretest, the American Newspaper Publishers Association (ANPA) Newspaper Test, Form J-1, 50 instructional modules were used for a period of 50 days in regularly scheduled social studies classes. Results from this second field test show that modular materials produced desired results. Elementary students scored highly significant gains in newspaper reading skills. Students did not differ significantly by sex. Gain was strongly influenced by prior reading ability. At two grade levels, race was not a factor in the amount of gain. Overall, results confirmed earlier studies that found the instructional modules to be effective. (SW)