Fourth grade students (half of whom received reading instruction through the Language Experience Approach and the other half through the Basal Reader Approach since the first grade) were observed to determine the behavioral channeling of aggression when influenced by method of instruction. The methods were: (1) a Directed Reading-Thinking Activity (DR-TA) approach which provides an open, multifaceted communication structure where productivity, personalized discovery, and reflective thought become the motivators for channeling aggression constructively, and (2) a Directed Reading Activity (DRA) approach in which the teacher largely determines the course, quantity, and quality of learning and where aggression is channeled into destructive behavior. Observed in groups of approximately twenty, the children's behavior was recorded on a constructive-neutral-destructive rating scale. Evidence indicated that low IQ students displayed greater constructive behavior through the DR-TA approach, whereas the DRA approach produced more constructive behavior in high IQ students. Furthermore, the DR-TA approach elicited less destructive behavior in high IQ students, while the DRA approach produced more destructive behavior in low IQ students. (HS)