One class of first graders used Sullivan's Programmed Reading for the 1966 school year and continued in the program through the second grade. The first-grade teacher used the program again with her 1967 class. An evaluation was conducted of the use of programed reading for these two groups as compared with the use of Scott, Foresman's basal readers for other first- and second-grade classes in the same school. The structure and rationale of programed reading are described, as well as its introduction and execution in this school. To obtain data for evaluation school personnel were interviewed, test data were tabulated, and children were interviewed and informally tested. The data were not analyzed by means of statistical tests. The advantages of programed reading over the basal reader included greater independence in individual work, a wider range of materials in use, and greater quality and quantity of written work. Suggestions for correcting the limitations observed in programed reading included providing more oral reading activities, substituting small-group skill practice for whole-class skill teaching, and providing closer supervision to assure growth in word recognition and comprehension. Appended are a review of programed reading from the Harvard Office of Programmed Instruction, reviews of related research, tables of pupil data, and references. (CM)