THE RESULTS OF THE CONTINUATION OF THE COOPERATIVE RESEARCH PROGRAM IN FIRST GRADE READING INSTRUCTION AT THE END OF SECOND GRADE ARE REPORTED. THE SECOND-GRADE PHASE WAS CONCERNED WITH (1) THE EXTENT TO WHICH READINESS SKILLS ARE RELATED TO READING ACHIEVEMENT AT THE END OF SECOND GRADE, (2) HOW THE VARIOUS METHODS OF INSTRUCTION COMPARE IN EFFECTIVENESS WITH THE BASAL METHOD, AND (3) THE INFLUENCE ON SECOND-GRADE ACHIEVEMENT OF METHOD AND/OR MATERIALS. THE METHODS OF INSTRUCTION COMPARED WERE I/T/A, LINGUISTIC, LANGUAGE EXPERIENCE, PHONIC/LINGUISTIC, AND BASAL. CORRELATION WAS USED TO ANALYZE THE DATA. THE PREREADING ABILITY MOST HIGHLY RELATED TO SECOND-GRADE WORD RECOGNITION WAS KNOWLEDGE OF LETTER NAMES. THE ABILITY TO DISCRIMINATE BETWEEN LIKE AND UNLIKE BEGINNING AND ENDING CONSONANTS WAS HIGHLY RELATED TO SECOND-GRADE ACHIEVEMENT. INTELLIGENCE WAS A RELATIVELY GOOD PREDICTOR OF SECOND-GRADE WORD RECOGNITION ACHIEVEMENT. ADDITIONAL RESULTS, CONCLUSIONS, IMPLICATIONS, APPENDIXES, TABLES, AND A BIBLIOGRAPHY ARE INCLUDED. (BK)