A COMPARISON WAS MADE OF THE RATE AND LEVEL OF ACHIEVEMENT OF 150 DEAF STUDENTS RESULTING FROM THE USE OF PROGRAMED TEXTS AS AGAINST THE USUAL LECTURE METHODS IN HIGH SCHOOL MATHEMATICS. EACH OF FOUR MATHEMATICS TEACHERS HAD TWO COMPARABLE CLASSES. THE CONTROL GROUP RECEIVED INFORMATION BY SIMULTANEOUS LECTURE AND THE EXPERIMENTAL GROUPS USED THE PROGRAMED TEXTS. PRE- AND POST-TESTS WERE ADMINISTERED ALONG WITH SUCH ACHIEVEMENT INSTRUMENTS AS--(1) THE LANKTON 1ST YEAR ALGEBRA TEST, (2) THE BLYTH 2D YEAR ALGEBRA TEST, AND (3) THE SHAYCROFT PLANE GEOMETRY TEST. THE PROGRAMED TEXT CLASSES IN ELEMENTARY ALGEBRA AND PLANE GEOMETRY DID NOT GAIN SIGNIFICANTLY OVER LECTURE METHODS. IN INTERMEDIATE ALGEBRA THE PROGRAMED TEXT WAS FAVORED. THE RAPID LEARNING FACTOR SHOWED THAT IN ALL BUT ONE CASE THE AVERAGE AMOUNT OF TIME REQUIRED FOR THE PROGRAMED CLASSES EQUALLED OR EXCELLED THAT ALLOTTED TO THE LECTURE CLASSES. (HB)