The purpose of this study was to compare the reading ability and attitudes toward reading of students who have received instruction in reading in the Learning Dynamics Institute (LDI) program with students who have received instruction in reading in the Reading Clinic of Intermountain School. Two groups of 150 students were matched according to sex, age, and reading ability. The control group was instructed for an eighteen-week period by the Reading Clinic Approach, and the experimental group took instruction for an eighteen-week period by the LDI approach. Pretests and posttests were used for the purpose of evaluating performance. Among the questions to be answered were the following: (1) Is there a difference in reading ability between the two groups? (2) Is there a difference in the mean growth in reading ability between: Total boys in both groups compared with total girls in both groups? Boys in the control group compared with boys in the experimental group? Girls in the control group compared with girls in the experimental group? (3) Is one program more successful than the other in increasing study skills? Analyses of covariance indicated that there were no significant differences for any of the questions. (Author/WR)