For those school districts who wished an evaluation of the Listen Look Learn (LLL) system at grade 1 before expanding it into higher grades, a small study was conducted to determine what effect the transition to a basal reader would have on the child taught beginning reading in the LLL program. Two school districts submitted end-of-first-grade Metropolitan Achievement Tests data and end-of-second-grade Stanford Achievement Tests (SAT) data for five classes of children who were taught reading by the LLL methods and techniques in grade 1 and a basal reading program in grade 2. For both districts the means for SAT Word Meaning and Paragraph Meaning were somewhat above the national norms. A third district used the LLL system in a corrective and remedial experiment classroom with third-grade children. At the end of third grade, 35 children took Houghton Mifflin achievement tests. For more than 90 percent of 18 possible scores, the children scored at or above the critical score (80 percent or above), thus showing they were ready to reenter any fourth-grade classroom and read on or above grade level. Reports of two large-scale comparative research projects of LLL and basal programs may be found in RE 003 496 and RE 001 561. Graphs and tables are included. (DH)