This study is a follow-up on a previous study of the effects of 2 beginning reading programs implemented in 1st grade. In the previous study, 40 1st-grade students who were matched based on their Concepts About Print Test (Clay, 1979) and Phonological Segmentation Fluency from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2003) scores entered 4 different 1st-grade classes. Two classes used "Horizons Fast Track A-B" (Engelmann, Engelmann, & Seitz-Davis, 1997) and 2 classes used the "Silver, Burdett, and Ginn" (Pearson et al., 1991) curriculum. Students in 1 "Horizons" class and 1 "Silver, Burdett, and Ginn" class also received explicit phonological awareness instruction in kindergarten. The current study compares these groups' scores from state mandated tests in 3rd and 4th grades. Students who received reading instruction in "Horizons" had significantly higher scores on the Massachusetts Comprehensive Assessment System in reading at the end of 3rd grade and in English Language Arts at the end of 4th grade. Thus, beginning reading instruction in "Horizons" appears to have broad and long term benefits as compared to "Silver, Burdett, and Ginn." (Contains 2 tables and 1 figure.)