A REVIEW OF RECENT INVESTIGATIONS INTO THE EFFECTIVENESS OF PROGRAMED INSTRUCTION IN READING AND A CONSIDERATION OF TEACHER AND STUDENT ATTITUDES TOWARD THIS METHOD OF INSTRUCTION ARE PRESENTED. THE VARIOUS APPROACHES TO PROGRAMED INSTRUCTION DESCRIBED INCLUDE THE BUCHANAN PROGRAM READING SERIES, THE TALKING TYPEWRITER, TEACHING MACHINES (PHONICS OR WHOLE WORD APPROACH), PROGRAMED TUTORING (INCLUDING BOTH A TEACHER AND A MACHINE), COMPUTER-ASSISTED INSTRUCTION, TAPES WHICH TEACH READING SKILLS RANGING FROM READINESS TO THIRD GRADE, AND THE "AUD-X," A DEVICE WHICH DISPLAYS WORDS AS WELL AS READS THEM TO THE CHILD. EVIDENCE SHOWS THAT PROGRAMED INSTRUCTION, ALONG WITH COMPUTER-ASSISTED INSTRUCTION AND TALKING TYPEWRITERS, CAN TEACH BEGINNING READING, BUT THERE IS NO PROOF THAT THEY CAN TEACH READING ANY BETTER THAN REGULAR CLASSROOM TEACHING OR HUMAN TUTORING. IN THE ONLY WELL CONTROLLED STUDY, THAT MADE BY ROBERT RUDDELL AT THE UNIVERSITY OF CALIFORNIA, PROGRAMED LEARNING AND BASAL TEXTS CAME OUT EVEN. TABLES AND A BIBLIOGRAPHY ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION ANNUAL CONVENTION (12TH, SEATTLE, MAY 4-5, 1967). (RH)