To evaluate the effectiveness of the Borg-Warner System 80 in seven Washington, D. C., schools, interviews, pupil progress records, questionnaires, and observational data were gathered on 103 students and their teachers. Two Borg-Warner programmed series, "Learning Letter Names" and "Reading Words in Context," were used in remedial and developmental reading instruction during the study. Data analyses revealed: (1) that pupils' attitudes toward reading became significantly more positive, (2) that both remedial and developmental students made significant gains in reading knowledge and improved reading habits (though the remedial group scored significantly lower than the developmental in the latter instance), (3) that significant increases in scores were achieved by the developmental students for "Learning Letter Names" and by the remedial students for "Reading Words in Context," and (4) that the initially high expectations teachers held for the technology were "to a great extent" realized for instruction in the alphabet and for teaching word recognition in context. (Author/RD)