The following approaches to beginning reading were compared: (1) a basal reader program utilizing a whole word, carefully controlled vocabulary, and ability grouping procedures; (2) a phonics approach, with many different words, using essentially whole class procedures; (3) a combination whole word basal program supplemented with a phonics program; and (4) the i/t/a program employing a total language approach, a heavier than usual vocabulary, and grouping procedures. Each year the study was evaluated by the Stanford Achievement Test, the San Diego County Inventory of Reading Attitude, and a record of the number of books read independently. Additional random sample testing was done with individually administered tests. The original population, composed of 415 first graders in five classrooms per treatment, decreased to 262 pupils at the end of grade 3. In grade 1, while basal reader pupils read the most books, the other three programs generally appeared to help children to higher silent achievement. By the end of grade 3 the phonics approach scored significantly higher on Paragraph Meaning and Spelling than did the basal or combination classes. The phonics program was also favored significantly over the combination program at the end of third grade. At the same time the basal group scored significantly lower than the other three groups on Word Study Skills. Other significant differences are also reported. Tables are included. (CM)