A study examined whether the integration of literacy with music, visual arts, and physical education significantly improved the reading and writing skills of struggling first grade students. Data included running records, teacher observation, writing samples from portfolios, and student surveys. Results indicated: (1) student attitudes toward reading and writing improved over the course of the study; (2) the reading ability of every student improved, but the overall improvement was less than that of the comparison group; (3) each student demonstrated improvement in writing skills; and (4) students improved in rhythmic, visual, and kinesthetic skills correlated with literacy as their reading and writing improved. Although results were somewhat inconclusive concerning whether or not special areas instruction actually impacted student learning, all of the students did improve their reading and writing over the study period. Thus, the combination of classroom, Reading Recovery, special areas, and other instruction did have a positive effect. In light of this, and since vast amounts of research supports literacy instruction in a variety of settings, this instruction should be continued in all areas. Furthermore, a more controlled type of research would most likely be required to obtain more accurate and conclusive data concerning special areas literacy instruction. (Contains 14 references.) (RS)