This exploratory multivariable comparison of an augmented structural (Stern and Gould) and an enriched basal (Winston) program was conducted with two matched classes of low to average ability disadvantaged children in grades 1 and 2. At the end of grade 1 the basal class rated significantly superior on the Gates-MacGinitie Comprehension Test and the California Test of Mental Maturity. The structural class rated significantly superior on the Structural Reading Achievement Test and in the number of words written on the writing sample. At the end of grade 2 significant differences favored the structural class in spelling ability and in the desire to write words and stories instead of to color pictures. Analysis of covariance, with mental ability controlled, showed the structural class to be equal or superior on most measures of the study. Consistent findings favoring the structural class in reading and writing samples were confirmed by a study of the progress of the lowest five readers in each class. The researchers inferred that the growth of the structural class in language components and their favorable academic work habits suggested that the structural method provided a stronger foundation in language skills for these disadvantaged children. References and appendixes are included. (BS)