This study evaluated the effectiveness of a self-contained classroom approach in comparison with two other reading approaches. The self-contained approach classes consisted of fifteen pupils, all nominated by their teachers. In the self-contained approach, reading and communication skills were given the most emphasis. The students in the other two approaches were in a regular second or third grade classroom, with each child in one of the groups receiving at least ten minutes per day instructional time by the reading specialists. The other group was designated as a control group. All three treatment groups were administered four pretest measures: Primary Mental Abilities Test; Metropolitan Achievement Test-Reading; Metropolitan Achievement Test, Word Discrimination; and Bender Visual Motor Gestalt Test. Posttest measures consisted of the Metropolitan Achievement Test, Word Discrimination and Reading subtests; the Gray Oral Reading Test; The Wide Range Achievement Test, Spelling subtest; and Bender Visual Motor Gestalt Test. The results indicated no significant differences among the three groups. (WR)