In the spring of 1974, a sample of educators and educator-related groups in Alabama was asked to rate the importance of the 26 Alabama Right-to-Read Criteria for a successful reading program. In a second round of the study, a summary of round one results was sent to the entire sample, and ratings of the 26 criteria were again requested. Results indicated that the respondents rated the 26 criteria as being of extremely high importance or of high importance and moved, from round one to round two, toward greater homogeneity in their judgments. Criteria in the instruction category and the facilities/materials category were most highly rated. (Author/AA)