THE PRIMARY OBJECTIVE OF THE FLORIDA STATE UNIVERSITY CURRICULUM STUDY CENTER IN ENGLISH--THE IDENTIFICATION OF GUIDELINES FOR THE TEACHING OF ENGLISH IN JUNIOR HIGH SCHOOLS--WAS TO BE ACCOMPLISHED BY DEVELOPING THREE CURRICULUMS, EACH BASED UPON A DIFFERENT APPROACH. THE THREE APPROACHES WERE--(1) TRI-COMPONENT, (2) THEMATIC LITERATURE-CENTERED, AND (3) COGNITIVE PROCESSES. THESE CURRICULUMS WERE USED FOR 3 YEARS WITH 1,000 JUNIOR HIGH SCHOOL STUDENTS WHO WERE THEN TESTED AND COMPARED TO CONTROL GROUPS. RESULTS INDICATED THAT DIFFERENCES IN STUDENT ACHIEVEMENT AND RESPONSE AMONG THE THREE EXPERIMENTAL CURRICULUMS WERE NOT SIGNIFICANT, ALTHOUGH THE TRI-COMPONENT CURRICULUM WAS MORE EFFECTIVE IN PRODUCING CERTAIN KINDS OF LANGUAGE SKILLS AND WAS SUPERIOR TO THE MISCELLANEOUS CONTROL CURRICULUMS. CONCLUSIONS OF THE STUDY WERE THAT AN ORGANIZED APPROACH TO TEACHING ENGLISH IS IMPORTANT, THAT A STRUCTURED CURRICULUM DOES NOT GUARANTEE EFFECTIVE STUDENT PERFORMANCE, AND THAT TEACHER BEHAVIOR HAS A CRITICAL EFFECT ON STUDENT PERFORMANCE. IT WAS RECOMMENDED THAT FUTURE RESEARCH FOCUS ON THE TEACHER AS WELL AS ON SUBJECT MATTER. (THE APPENDICES, CONTAINING PARTS OF THE THREE CURRICULUMS, ARE NOT INCLUDED IN THIS REPORT. SELECTED AND REVIEWED MATERIALS DEVELOPED BY THE CENTER ARE SCHEDULED FOR PUBLICATION BY THE SILVER BURDETT COMPANY.) (JS)