A sample of 270 first, second, and third graders participated in this study of the pronounceability of the 119 phonograms identified in the Glass Analysis for Perceptual Conditioning Program for poor decoders. Each subject was asked to pronounce each of the phonograms. Subjects were cross-classified by grade level, sex, and reading ability as determined by the Slosson Oral Reading Test. Analyses indicated that there was a large degree of variability between the order-of-difficulty determined by students' pronounciations in this study and Glass's rank order based on teachers' judgments; that grade level and reading ability were significantly related to performance on the task; and that there were significant differences in pronounceability of digrams, trigrams, and quadragrams. Phonogram type interacted significantly with grade level and with reading ability. (Author/AA)