A study was made of Formula Phonics Reading Chain Programs in six California elementary schools to determine whether these programs replicated, in both form and educational outcome, the model program. On-site visits were made to evaluate program components and teaching strategies. Student achievement data provided by the schools, the districts, and the state department of education were evaluated to determine if (1) reading comprehension scores were higher than vocabulary scores; (2) total reading scores were higher than grade norms; (3) total reading scores in the upper elementary grades were as far above grade norms as were total reading scores in the primary classes; and (4) if severe reading retardation were to be found in less than five percent of upper elementary students and mild reading retardation in less than ten percent. Results suggested that Formula Phonics Reading Chain Programs have been successfully replicated at each of the six schools and that there has been no regression of achievement patterns obtained by the model school. (Author/AA)