The usefulness of teaching vowel generalizations was studied using three treatment groups, with two second-grade classes in each treatment. The study was considered a pilot investigation to provide direction rather than a definitive research study. In Treatment 1, the McKee Reading for Meaning program was followed, including the teaching of all vowel lessons and accompanying workbook practice. In Treatment 2, the sounds of long and short vowels were taught, using those lessons of the McKee program which teach on the hearing level only. No lessons in associating or using vowels were taught. Treatment 3 omitted all items pertaining to vowels and substituted lessons in interpretive skills and broad reading. Pretest scores on the Stroud Primary Reading Profiles, Level 1, were compared with post-test scores on Level 2 of the same test. The auditory discrimination subtest scores showed a dramatic, statistically significant gain for Treatment 2, which was not true of the other treatments. Treatment 2 resulted in a significantly higher mean score for total reading than did Treatments 1 or 3. Further research is suggested. Tables and references are included. (CM)