TWO READING PROGRAMS IN WEST VIRGINIA REPRESENTED TWO DISTINCT SOCIOECONOMIC COUNTIES IN APPALACHIA. PROGRAM 1 REPRESENTED A COUNTY WITH ISOLATED SCHOOLS. PROGRAM 2 REPRESENTED A COUNTY WITH AN ACADEMICALLY STRONG COLLEGE AND CONSOLIDATED SCHOOLS. BOTH PROGRAMS ATTEMPTED TO TEACH STUDENTS TO READ BETTER AND TO DEVELOP BETTER ATTITUDES. PROGRAM 1 USED THE AURAL-ORAL APPROACH TO THE TEACHING OF READING, STRESSED THE ABILITY TO COMMUNICATE, AND MADE AVAILABLE TO THE SCHOOLS EITHER A READING LAB ON WHEELS OR A SPECIAL READING ROOM. WHILE TEACHERS DESIGNED THE MATERIALS USED, A STAFF INCLUDING A SPECIAL READING TEACHER, A READING CONSULTANT, A SPEECH-AND-HEARING THERAPIST, AND THREE SOCIAL WORKERS MET REGULARLY FOR PLANNING AND EVALUATION. PROGRAM 2 STUDENTS WERE GROUPED BY GRADE LEVEL BUT WERE GIVEN COMPLETELY INDIVIDUALIZED READING INSTRUCTION IN A SPECIAL READING RESOURCE ROOM. THE STAFF INCLUDED A SCHOOL PSYCHOLOGIST, AN ELEMENTARY GUIDANCE COUNSELOR, A MEDICAL DOCTOR, A PROGRAM COORDINATOR, A SUPERVISOR, AND SEVERAL SPECIAL READING TEACHERS AND TEACHER AIDES. STUDENTS, PARENTS, TEACHERS, AND PRINCIPALS WORKED ON INFORMAL EVALUATIONS. THE COLLEGE PERSONNEL HELPED IN THE ACTION RESEARCH ASPECTS OF THE PROGRAM. THIS ARTICLE APPEARED IN "THE READING TEACHER," VOLUME 20, JANUARY 1967. (NS)