Four inquiries were conducted to provide some initial feedback on the operation of the Directed Activities Related to Text Project. Three were concerned with aspects of process and examined such problems as the ways in which the actual course of a text-based lesson reflects the objectives of the project, and how such a lesson can be shown to differ from its nearest parallels--discussion on the same subjects with similar groups of students, monitored under standard conditions but not otherwise influenced by the ideas of the project. The fourth inquiry took the form of a standard methods experiment in which the outcomes of an 18-month program were measured by comparing posttest results on reading with pretest data. Results indicated that the Directed Activities Related to Text Project operated successfully in the manner intended--students were more active in discussion, the teacher was free to deal with individual problems, and there was an increase in student initiative. Following a period of regular lessons based on these principles, most students showed a marked improvement in reading comprehension. (HOD)