This report describes comparative evaluations of the Distar I (first grade) and Distar II (second grade) programs which were carried out in 1972-1973. Results showed: (1) the Distar program for first grades had no conclusive advantage over traditional instruction for the development of oral language or reading achievement; and (2) second grade Distar pupils scored below grade placement in word meaning, word study, paragraph meaning, language, and arithmetic skills. Since children were initially selected for the Distar program on the bases of low readiness scores, performance below grade level was not unexpected. The Distar pupils overcame the discrepancy between grade placement and achievement that existed at the end of second grade, and as a group performed at grade level at the end of the third grade. It was suggested that instruction with the Distar system might be improved by providing greater opportunity for children to develop comprehension and sight vocabulary. (BRT)