THE POSSIBLE EFFECTS OF FLES UPON STUDENT ACHIEVEMENT IN OTHER SUBJECT AREAS WAS THE BASIC PROBLEM OF A STUDY IN THE HICKSVILLE, N.Y. PUBLIC SCHOOLS. FOLLOWING A SURVEY OF LITERATURE ON THE PROS AND CONS OF FLES PROGRAMS, THE REPORT CONSIDERS THE PERFORMANCE OF THE EXPERIMENTAL GROUP, WITH CONTINUOUS FLES INSTRUCTION STARTING IN THE FIRST GRADE, AND THAT OF THE CONTROL GROUP, MADE UP OF STUDENTS ENTERING THE SCHOOL SYSTEM AFTER THE FIRST GRADE. THE DATA, WHICH SUGGESTS THAT THE EFFECTS OF FLES ARE POSITIVE, COVER TEACHER GRADES IN READING, LANGUAGE ARTS, ARITHMETIC, CITIZENSHIP EDUCATION, AND SCIENCE, AS WELL AS ACHIEVEMENT SCORES IN READING VOCABULARY, READING COMPREHENSION, ARITHMETIC REASONING, ARITHMETIC FUNDAMENTALS, MECHANICS OF ENGLISH, AND SPELLING. ANALYSIS OF THE FINDINGS CONSIDERS THE I.Q. AND DISTINGUISHES BETWEEN THE PERFORMANCE OF MALES AND FEMALES. FIFTY-FOUR PAGES OF STATISTICAL TABLES REINFORCING THE RESEARCH PRECEDE A BIBLIOGRAPHY. (GJ)