The purposes of this study were (1) to formulate specific and measurable behavioral objectives applicable to the teaching of fractions in grade five, (2) to construct a taxonomic programed text that would teach fifth grade students the addition of fractions and their application to problem solving and evaluation tasks, (3) to develop The Taxonomic Skills Achievement Test in Fractions that would serve as a criterion measure for pre- and Post-comparison, and (4) to evaluate the experimental treatments and effects of two different arrangements of the taxonomic programed text on the student. Sixty pupils from two classes of the Los Angeles City School Districts were the sample for the experimental evaluation of this study. The class that received the experimental treatments consisted of 36 pupils who were randomly assigned to two groups (E1 and E2) composed of matched pairs based on intelligence levels, and sex differences. The E1 and E2 groups worked through the regular and random order programed texts respectively for a period of ten days. Among the conclusions reported were (1) The Taxonomic Achievement Test is a reliable instrument for measuring post-test gains, (2) both programed texts produced favorable results on the two groups as compared to the control group, and (3) both experimental treatments were superior to no treatment as evidenced by the post-test scores of the control group. (RP)