Summarizing the final phase of a two-year project that examined the processes by which children initially approach the reading task, this report presents both general and individual findings derived from the analyses of the children's performance over the course of a year. The first section discusses the following general topics related to the children's performance: the accuracy of decoding and encoding, the difficulties associated with processing vowels, the effects of additional information on accuracy, the function of meaning in the early phases of decoding and encoding, and the nature of the strategies that the children developed for each task. The second section of the report relates detailed information on each of the four children who participated in the project. For three of the children, on whom maximum data were available, the following information is presented: pretest performance and characteristic behavior in the instructional sessions; the accuracy of decoding and encoding consonants, vowels, and whole words; positional and orientation confusions; the effect of overt segmentation and letter naming on reading accuracy; evidence of emerging or changing strategies; the effects of meaning; and the relative success of reading strategies. Tables are included. (MAI)