In this study, two different approaches to the teaching of reading were designed and presented over an eight-week period, then evaluated according to student scores on three standardized tests. After a pretest, nine first-grade classes were randomly assigned to one of three groups: literature, concept development, or control. In the literature section, 40 picture-story books were selected that had high measures of linguistic complexity. Lesson plans included introductory questions, oral reading by the teacher, comprehension questions, vocabulary, and extended activities. The concept development approach consisted of 40 lesson plans designed to develop such concepts as in/out, off/on, and over/under. Pictures or three-dimensional objects were used for demonstration, and students were actively involved in using the concept in context. The results of the study support earlier research by showing that the use of literature has a positive effect on vocabulary growth and reading achievement. (MAI)