Prepared by the Wisconsin Research and Development Center for Cognitive Growth, the Wisconsin Design for Reading Skill Development (Design) contains several components. The field study evaluation of the Word Attack element in terms of attainment of objectives is reported in this conference paper. All children in grades 1 to 3 of two Wisconsin schools participated in the program evaluation during the 1969-70 school year. They were tested at the beginning and at the end of the program using design-developed criterion-referenced tests and selected subtests of the Doren Diagnostic Reading Test. Both tests registered greater gains for students who had Design instruction over those who had not. In School A, where the Stanford Achievement Test is used, no gains were noted for the Design group and possible reasons for this are discussed. In School B, where the Gates-MacGinitie Reading Test is used, greater gains were evident for the Design group. Tables of results are included. (MS)