Among the CRAFT project total population of 1,378 disadvantaged urban children, 58, or 4 percent, were identified at the beginning of first grade as early readers on the basis of their ability to identify words in print. All children in the study were taught to read by either the Skills Centered or the Language Experience Approach. Achievement tests administered over the 3-year period included the Murphy-Durrell Reading Readiness, the Metropolitan Reading Readiness, the Thurstone Pattern Copying and Identical Forms, the Stanford Primary I Achievement, the Metropolitan Primary I Achievement (Form B), the Metropolitan Advanced Primary Achievement (Form C), the Metropolitan Primary II Achievement (Form B), the New York State tests of word recognition and comprehension, and the Metropolitan Elementary Achievement (Form A). In addition, the San Diego County Inventory of Reading Attitude and a second-grade teacher evaluation of eagerness to read and maturity of reading choices were administered. Early readers entered school with a highl y significant advantage in reading readiness and in reading ability that they maintained over a 3-year period. When the early readers were compared on the basis of approach there was no significant difference. Tables and references are included. (CM)