Three modes of instruction were compared in teaching two units in an undergraduate course on the teaching of elementary school reading. All of the 116 students received packets of learning materials related to the objectives of each unit. Students in the lecture groups used the packets as supplementary materials, those in independent study were excused from class attendance and studied alone, the remainder formed study groups of two to five students and studied together. Results of pre- and posttesting showed no significant differences in phonics knowledge resulting from the three modes of instruction. In teachers' questions, the only significant differences favored the lecture over small-group study. Only in the lecture mode was there a significant relationship between grade point average and achievement. Students' perceptions of themselves as internally or externally motivated (locus of control) were not related to achievement. (Author/AA)