A study investigated differences in reading achievement of students taught with a whole language philosophy compared to students taught using a basal textbook. Subjects, 20 second grade students taught using a whole language philosophy and 17 second grade students in the same school using basal textbooks, were given pre- and posttests to determine their reading achievement. Pretests indicated no significant differences in reading achievement between the two groups, and posttests given four months later also indicated no differences in reading achievement. (Three tables of data are included; and 62 references, the pretest, sample lesson plans, and statistical computations are attached.) (RS)