This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and posttest measure to a random sample of 50 or more pupils in each primary grade, 1-3. The gains on decoding skills which were evidenced were statistically significant and occurred both among the fast learners and the slow learners within these low reading groups. One of the significant findings was that after less than a year of experimental instruction, all children in the sample acquired the skill of decoding simple three-letter short vowel words above the 40 percent correct level--a level that indicates the acquisition of transfer skills beyond the sight word level. (Author/WR)