Part 1 describes a followup study of the effects of three types of beginning reading programs on reading achievement of second graders predicted by pretests as likely to have difficulty learning to read. Forty first-grade classrooms participated, 10 classes for each treatment. All treatment A classes received instruction using the basal program. Treatment B also used the basal program, but the low subgroup children received three additional half-hour instruction sessions from remedial reading teachers using the basal materials. Treatment C low subgroup children used Houghton Mifflin readiness materials and trade books instead of the basal materials used by the rest of the class. Treatment D low subgroup children received a combination program of treatments B and C. This study compared those second graders who received the experimental program in both grades 1 and 2 with children who received only the experimental treatment in grade 1 and with children who received only basal program instruction. It was concluded that no significant difference between treatment groups was found. Part 2 analyzes only the performance of the low subgroup children, finding significant differences favoring the use of Houghton Mifflin readiness materials, followed by reading trade books, over the basal program. Extensive tables and lists of materials and tests are included. (CM)