After training in a direct instructional program can teacher aides teach cognitive skills in reading and arithmetic as competently as do classroom teachers who have been similarly trained? The subjects in this investigation were part of the Englemann-Becker Follow Through Program, an academic program for disadvantaged children in the early elementary school. In reading, the children taught by regular classroom teachers moved through the materials at a faster rate, but no other significant differences were found. In arithmetic, children taught by teacher aides covered more lessons than did children taught by regular teachers, but again no other significant differences were found. Within the limitations of this study, the author concluded that teacher aides in the Englemann-Becker program can, after training, teach cognitive skills in reading and arithmetic as competently as do regular classroom teachers who have been similarly trained. (Author/TO)