The Cooperative Reading Project was a 2-year study designed to test the effectiveness of three initial reading approaches and an oral language stimulation program with inner-city Southern disadvantaged children. This followup study looked for differences among the treatment groups after pupils had completed their third school year. The 354 subjects (80 percent Negro) from 12 elementary schools who were included in the followup report were divided into nine experimental treatment groups and a control group. The experimental reading treatments were the initial teaching alphabet, Words-in-Color, and a supplemented conventional reading program. The oral stimulation program used the Peabody Language Development Kits (PLDK). The effectiveness of the programs was evaluated by means of the following tests: (1) Stanford-Binet Intelligence Test, (2) Illinois Test of Psycholinguistic Abilities, (3) Torrance Tests of Creative Thinking, (4) Metropolitan Achievement Tests, (5) Written Picture Story Language Test, and (6) Oral Picture Story Language Test. Pretest, post-test, and followup-test data were analyzed. Interim and post-testing results were highly significant, especially for children who had i.t.a. with 2 or 3 years of PLDK lessons, while much of this progress was lost in followup testing. References and tables are included. (DE)