A study compared an integrated language arts reading program and a strong phonics basal reading program. Subjects were first graders from five eastern Greenbrier County schools in West Virginia. The control group consisted of students in 15 classrooms, during the 1994-95 school year, when a strong phonics basal reading program was taught and tested. The experimental group consisted of first-grade students in 15 classrooms during the 1995-96 school year, when an integrated language arts reading program was taught and tested. Statistical comparison was made using the standardized Comprehension Test of Basic Skills total reading scores of 270 students in 1995 and 292 students in 1996. Results indicated a statistically significant drop in test scores for the integrated language arts program. Recommendations include: monitor the reading subtest scores in vocabulary word analysis and comprehension to discover instructional strengths and weaknesses; analyze writing and spelling standardized test scores for the 2 groups; continue to use a balance of each reading approach in first-grade reading instruction; and continue to develop reading strategies that will reach both the global holistic learner and the analytical learner. (Contains 22 references and 8 tables of data.) (RS)