This study represents the second segment of the 3-year longitudinal study to test the effectiveness of the Listen Look Learn (LLL) Multi-Media Communication Skills System. Data were analyzed for the 1968-69 school year for 159 students who participated in LLL instruction during both their first and second year, 113 second-year students who used a traditional reading program during their first year, and 240 control students who had 2 years of reading instruction in a traditional program. The data were collected by questionnaires completed by teachers and by standardized tests. The subjective evaluation of the teachers showed that 11 of the 12 cooperating teachers enjoyed using LLL, nine of the 12 believed it to be superior to other programs with which they have had experience, and a difference of opinion existed as to the ability level with which LLL was most effective. Analysis of the objective data revealed that the LLL students scored significantly above control students on the Word Meaning, Paragraph Meaning, and Word Study Skills subtests of the Stanford Achievement Test and at a significant level above control students on the Cooperative Primary Tests, Listening. Tables are included. (Author/DH)